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Exploring bilinguals’ social use of language inside and out of the minority language classroom

Exploring bilinguals’ social use of language inside and out of the minority language classroom

 Thomas, Bo Hi Mon.
 2011
 p. 89-108 English
Ngôn ngữMinority language education.Welsh.Language use; language planning.Minority language.Bilingual education.
Tác giả CN Thomas, Bo Hi Mon.
Nhan đề Exploring bilinguals’ social use of language inside and out of the minority language classroom / Bo Hi Mon Thomas and Dylan Bryn Roberts
Thông tin xuất bản 2011
Mô tả vật lý p. 89-108
Tóm tắt This paper examines bilingual children’s use of language inside and out of the minority language classroom. A total of 145 children between 8 and 11 years of age, attending 16 bilingual Welsh-English primary schools in North Wales, responded to questionnaires (supplemented by classroom observations) requesting information about their language backgrounds, their use of language at school (inside and out of the classroom) and in the wider community, their self-ratings about their linguistic competence in Welsh and in English and their attitudes towards Welsh and English and towards bilingualism per se. Whilst the results, in general, demonstrated a positive attitude towards bilingualism, there was a clear trend towards favouring the use of English outside the classroom. This pattern was mediated by language experiences and perceived language abilities within the individual. The implications of the findings for language policy and planning in education and in minority situations are discussed
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Minority language education.
Từ khóa tự do Welsh.
Từ khóa tự do Language use; language planning.
Từ khóa tự do Minority language.
Từ khóa tự do Bilingual education.
Tác giả(bs) CN Roberts, Dylan Bryn.
Nguồn trích Language and education- 2011, Vol25, N.2
MARC
Hiển thị đầy đủ trường & trường con
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362[ 0] |a Vol. 25 (March 2011)
520[ ] |a This paper examines bilingual children’s use of language inside and out of the minority language classroom. A total of 145 children between 8 and 11 years of age, attending 16 bilingual Welsh-English primary schools in North Wales, responded to questionnaires (supplemented by classroom observations) requesting information about their language backgrounds, their use of language at school (inside and out of the classroom) and in the wider community, their self-ratings about their linguistic competence in Welsh and in English and their attitudes towards Welsh and English and towards bilingualism per se. Whilst the results, in general, demonstrated a positive attitude towards bilingualism, there was a clear trend towards favouring the use of English outside the classroom. This pattern was mediated by language experiences and perceived language abilities within the individual. The implications of the findings for language policy and planning in education and in minority situations are discussed
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
653[ ] |a Minority language education.
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653[ ] |a Language use; language planning.
653[ 0] |a Minority language.
653[0 ] |a Bilingual education.
700[ 1] |a Roberts, Dylan Bryn.
773[ 0] |t Language and education |g 2011, Vol25, N.2
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