Language Skills in Greek-English Bilingual Children Attending Greek Supplementary Schools in England

Autor/inn/en	Papastergiou, Athanasia; Sanoudaki, Eirini
Titel	Language Skills in Greek-English Bilingual Children Attending Greek Supplementary Schools in England
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 8, S.2834-2852 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Papastergiou, Athanasia) ORCID (Sanoudaki, Eirini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1980496
Schlagwörter	Foreign Countries; Greek; Language Maintenance; Cultural Maintenance; Native Language Instruction; Bilingual Students; Children; Early Adolescents; Language Usage; Supplementary Education; English; Language Skills; Immigrants; Language Proficiency; United Kingdom (England); Greece; Cyprus; Kaufman Brief Intelligence Test; Clinical Evaluation of Language Fundamentals; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ausland; Grieche; Griechisch; Sprachpflege; Native language education; Muttersprachlicher Unterricht; Child; Kind; Kinder; Sprachgebrauch; Ergänzungsunterricht; English language; Englisch; Language skill; Sprachkompetenz; Immigrant; Immigrantin; Immigranten; Language skills; Griechenland; Zypern
Abstract	Many parents in the UK enrol their children in Greek supplementary schools so the children can learn and maintain the Greek language and culture in parallel with English mainstream education. Despite fears about the effects of this heritage language (Greek) use on children's skills in the majority language (English), research on these somewhat hidden schools to date is limited and qualitative in nature. The current study is the first quantitative study which examines the effect of attending a Greek supplementary school on the vocabulary and grammar scores of Greek-English bilingual children. We administered a battery of language tests in both languages to 31 Greek-English bilingual children, aged 5-13 years, and closely looked at the participants' language history using parental questionnaires. Using multiple regression analyses we examine the relationship between relevant variables, such as language use and years in supplementary school and we find that the higher the use of Greek, the higher the scores in the Greek language tasks, although no significant relationship was detected between years in supplementary school and the development of language skills. Crucially, the use of Greek does not negatively predict scores in the English language tasks. Implications of our results and future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01