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Assessing children’s proficiency in a minority language

Assessing children’s proficiency in a minority language : exploring the relationships between home language exposure, test performance and teacher and parent ratings of school-age Irish-English bilinguals

 Fhlannchadha, Siobhán Nic
 2019
 p. 340-362 English
Language learningMinority languageBilingualismHeritage languagesIrish acquisitionGrammatical gender
Tác giả CN Fhlannchadha, Siobhán Nic
Nhan đề Assessing children’s proficiency in a minority language : exploring the relationships between home language exposure, test performance and teacher and parent ratings of school-age Irish-English bilinguals / Siobhán Nic Fhlannchadha,Tina M. Hickey
Thông tin xuất bản 2019
Mô tả vật lý p. 340-362
Tóm tắt There can be significant diversity in the language experience of minority language children, and in the levels of proficiency reached. The declining numbers of children now exposed to Irish include those from homes where only/mainly Irish is spoken, those with only one Irish-speaking parent, and children from homes where one/both parent(s) speak ‘some Irish’, while levels of language use in the wider community also vary widely. The proficiency of children from Irish-speaking homes seems impressive compared with their L2 learner classmates, but still shows particular linguistic needs. Since acquisition of complex morphosyntactic features depends on both the quantity and quality of input, and extends well into the school years, assessing children’s performance on features such as grammatical gender may provide a useful index of need for language enrichment, even among young speakers judged by teachers and parents to be fluent. We report data from 306 Irish-speaking participants aged 6–13 years from a range of language backgrounds, most of whom live in Gaeltacht (officially designated Irish-speaking) areas. Information was collected from parents on children’s home language and new measures of receptive and productive use of grammatical gender marking in Irish were administered. Performance on these measures is compared with scores on standardised measures of Irish and English reading vocabulary, as well as teacher and parent ratings.
Thuật ngữ chủ đề Language learning-Bilingualism
Từ khóa tự do Minority language
Từ khóa tự do Bilingualism
Từ khóa tự do Heritage languages
Từ khóa tự do Irish acquisition
Từ khóa tự do Grammatical gender
Nguồn trích Language and education- Vol. 33-No 4/2019
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a Assessing children’s proficiency in a minority language : |b exploring the relationships between home language exposure, test performance and teacher and parent ratings of school-age Irish-English bilinguals / |c Siobhán Nic Fhlannchadha,Tina M. Hickey
260[ ] |c 2019
300[ ] |a p. 340-362
520[ ] |a There can be significant diversity in the language experience of minority language children, and in the levels of proficiency reached. The declining numbers of children now exposed to Irish include those from homes where only/mainly Irish is spoken, those with only one Irish-speaking parent, and children from homes where one/both parent(s) speak ‘some Irish’, while levels of language use in the wider community also vary widely. The proficiency of children from Irish-speaking homes seems impressive compared with their L2 learner classmates, but still shows particular linguistic needs. Since acquisition of complex morphosyntactic features depends on both the quantity and quality of input, and extends well into the school years, assessing children’s performance on features such as grammatical gender may provide a useful index of need for language enrichment, even among young speakers judged by teachers and parents to be fluent. We report data from 306 Irish-speaking participants aged 6–13 years from a range of language backgrounds, most of whom live in Gaeltacht (officially designated Irish-speaking) areas. Information was collected from parents on children’s home language and new measures of receptive and productive use of grammatical gender marking in Irish were administered. Performance on these measures is compared with scores on standardised measures of Irish and English reading vocabulary, as well as teacher and parent ratings.
650[1 4] |a Language learning |x Bilingualism
653[0 ] |a Minority language
653[0 ] |a Bilingualism
653[0 ] |a Heritage languages
653[0 ] |a Irish acquisition
653[0 ] |a Grammatical gender
773[0 ] |t Language and education |g Vol. 33-No 4/2019
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