The Influence of Hakka Language Immersion Programs on Children's Preference of Hakka Language and Cross-Language

Autor/inn/en	Chen, Ya-Ling; Tsai, Tien-Lung
Titel	The Influence of Hakka Language Immersion Programs on Children's Preference of Hakka Language and Cross-Language
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 4, S.1501-1515 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1775777
Schlagwörter	Foreign Countries; Native Language Instruction; Immersion Programs; Student Attitudes; Preferences; Sino Tibetan Languages; Language Minorities; Mandarin Chinese; Preschool Children; Preschool Education; Indigenous Populations; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Native language education; Muttersprachlicher Unterricht; Immersionsprogramm; Schülerverhalten; Sprachminderheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sinti und Roma
Abstract	This study examined whether one Taiwan's heritage language immersion influences children's preference for the heritage language or cross-language. The research questions are: (1) What are children's attitudes toward the Hakka language (HL)? Does a significant difference exist in children's attitudes between those in the Hakka Language Immersion Program (HLIP) and children not participating in the program? (2) What are children's language preferences? Is there a significant difference in children's language preference between HLIP and non-HLIP (NHLIP)? This study used a causal comparative method to identify relationships between independent and dependent variables after the HLIP was implemented. The participants were selected from one HLIP (n = 37) and one NHLIP (n = 39). Both groups of children received a pretest and posttest, namely, the 'HL attitude measurement test,' which included 'HL opinion' and 'language preference' tests and had satisfactory reliability and validity. This study used covariate analysis to determine if a significant difference could be observed. The results demonstrated that the preference for the HL or cross-language in the HLIP was not significantly higher than those in the comparison group. Nevertheless, the children's HL preference in the cognitive domain and cross-language preference in the behavior domain exhibited a significantly positive effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01