'Is There an App for That?' Exploring Games and Apps among Heritage Language Families

Autor/in	Little, Sabine
Titel	'Is There an App for That?' Exploring Games and Apps among Heritage Language Families
Quelle	In: Journal of Multilingual and Multicultural Development, 40 (2019) 3, S.218-229 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Little, Sabine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2018.1502776
Schlagwörter	Heritage Education; Multilingualism; Second Language Learning; Second Language Instruction; Native Language Instruction; Computer Software; Educational Games; Family Relationship; Literacy; Self Concept; Barriers; Parent Attitudes; Bilingualism; Elementary School Students; Student Attitudes; Books; Computer Games; Information Technology + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Educational game; Lernspiel; Alphabetisierung; Schreib- und Lesefähigkeit; Selbstkonzept; Elternverhalten; Bilingualismus; Schülerverhalten; Book; Buch; Monographie; Monografie; Computer game; Computerspiel; Computerspiele; Informationstechnologie
Abstract	Heritage language families inhabit multiple languages, literacies and cultures. Enabling children to participate in heritage language and culture has beneficial effects in terms of identity, and cognitive development. Games-based technologies are opening up avenues for playful engagement with heritage language and literacy, but little is known about how families use such technology to support heritage languages. This paper seeks to address this gap, reporting an original study of the relationship between heritage language families and games-based technology for heritage language and literacy development, in terms of attitude, attached values, and use. A survey involving 212 heritage language families, followed by 10 interviews, most of which included children, explored families' attitude towards and use of games and apps for heritage language development, whilst focusing on how these technologies link to children's self-awareness as heritage language speakers. Significantly, the study concludes that both children and parents differentiate between being 'learners' or 'players', and that collaborative family practices may help children overcome barriers not only in the way they access technology, but also how this technology impacts on their relationship with the heritage language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01