Active Bi- And Trilingualism And Its Influencing Factors

Autor/inn/en	Arnaus Gil, Laia; Müller, Natascha; Sette, Nadine; Hüppop, Marina
Titel	Active Bi- And Trilingualism And Its Influencing Factors
Quelle	In: International Multilingual Research Journal, 15 (2021) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arnaus Gil, Laia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2020.1753964
Schlagwörter	Bilingualism; Multilingualism; Family Relationship; Language Usage; Kindergarten; Parent Attitudes; Vocabulary; Verbal Ability; Intelligence Tests; Linguistic Input; Family Environment; Second Language Learning; Native Language; Bilingual Education; Vocabulary Development; Receptive Language; French; German; Spanish; Foreign Countries; Second Language Instruction; Language Minorities; Parent Child Relationship; Grammar; Germany; Spain; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Bilingualismus; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Elternverhalten; Wortschatz; Mündliche Leistung; Intelligence test; Intelligenztest; Sprachbildung; Familienmilieu; Zweitsprachenerwerb; Bilingual teaching; Bilingualer Unterricht; Wortschatzarbeit; Rezeptive Kommunikationsfähigkeit; Französisch; Deutscher; Spanisch; Ausland; Fremdsprachenunterricht; Sprachminderheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Grammatik; Deutschland; Spanien
Abstract	This article examines factors that promote active multilingualism. For this purpose, the "Peabody Picture Vocabulary Test" was used with 48 children. Their results were linked to a parental questionnaire designed to evaluate the children's linguistic input in their immediate environment. The study shows that, besides a minimum amount of linguistic input, the language constellation (i.e. presence/absence of the majority language at home) is also decisive. At the same time, it seems irrelevant for active bi- and trilingualism which family language policies are chosen (e.g. One person-One Language), as long as the promotion of the minority language does not only take place institutionally, but also at home. Overall, the results indicate that attending a bilingual kindergarten/school alone does not lead to active multilingualism. Family factors and family support seem to be decisive. These include the creation of a linguistically stimulating environment through cultural contact and the language constellation within the family. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01