Childhood Academic Language Environments of Japanese Sojourners: A Principal Components Analysis Study

Autor/in	Langager, Mark
Titel	Childhood Academic Language Environments of Japanese Sojourners: A Principal Components Analysis Study
Quelle	In: International Journal of Bilingual Education and Bilingualism, 13 (2010) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
Schlagwörter	Academic Discourse; Credentials; Research Needs; Intervention; Factor Analysis; Biographies; Supplementary Education; Bilingualism; Japanese; English (Second Language); Second Language Learning; Foreign Countries; Foreign Nationals; Language Maintenance; Language Tests; Program Descriptions; Heritage Education; Bilingual Education Programs; Second Language Instruction; Native Language Instruction; Language Proficiency; United States + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Studienbuch; Forschungsbedarf; Faktorenanalyse; Biography; Biografie; Biographie; Ergänzungsunterricht; Bilingualismus; Japaner; Japanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Ausländer; Ausländerin; Sprachpflege; Language test; Sprachtest; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Language skill; Language skills; Sprachkompetenz; USA
Abstract	This paper is an exploratory study of the childhood academic language environments (CALEs) of bilingual Japanese expatriate students. Student (n=28) and parent (n=67) surveys were adapted from the Life History Calendar (Caspi et al. 1996) to gather retrospective CALE data at a Japanese-English bilingual high school. Principal Components Analysis was conducted to derive three underlying CALE components, each representing educational intervention strategies. These three components were comprised of primary loadings that depict the respective aspects of the Japanese transnational experience with their children's supplementary education during their overseas sojourns and reveal families' needs for: L1 maintenance communities, L2 acquisition support, and a means to convert their children's bilingual skills into academic credentials that are adequate for both L1 and L2 contexts. Principal components were thus interpreted as sojourning families' three approaches to environmental structuring: a Japanese Cultural Community Approach, a Quasi-Bilingual Approach, and a Japanese Test-oriented Approach. Implications are drawn, both for the sojourning community and for future research needs. (Contains 8 tables, 4 figures and 18 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10