The Development of L1 and L2 Proficiency in Dutch

A Narrative Analysis of a Picture-Based Story, Told by Turkish and Native Dutch Children at the Ages of Six and Eight

Datos Bibliográficos

ID4853282
AutoresJosine A Lalleman, Josine Lalleman (University of Amsterdam, autor de correspondencia)
Año1987
Volumen37
Número2
Páginas217-242
Fecha de publicación1987-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaLanguage Learning (JOURNAL)
Identificadores de la revistaISSN: 0023-8333 • E-ISSN: 1467-9922
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.1467-1770.1987.tb00566.x
OpenAlexW2064768785
IdiomaEN
Citas recibidas1
Referencias citadas11

This article presents analysis of the narrative proficiency of L1 and L2 learners of Dutch. A group of Dutch native children and a group of Turkish immigrant children, born and reared in The Netherlands, were asked to tell a story from a series of pictures, first when they entered primary school and again when they were in the third year of primary school.In comparison with their Dutch peers, the Turkish children exhibit more or less the same level of narrative proficiency in Dutch; however, their grammatical knowledge is deficient. It was concluded that by using their communicative skills, the L2 learners are able to perform almost as well as native children in a task that is cognitively and contextually easy

Developmental psychology · First language · Immigration · Language proficiency · Linguistics · Mathematics education · Narrative · Native-language instruction · Teaching method · Turkish · Vocabulary development · EFL/ESL Teaching and Learning · History · Multilingual Education and Policy · Psychology · Second Language Acquisition and Learning