Predicting Minority Children's Bilingual Proficiency
Child, Family, and Institutional Factors
Dados Bibliográficos
| ID | 5089532 |
|---|---|
| Autores | Ludo Verhoeven (0000-0002-5108-4705, Tilburg University, autor correspondente), Ludo T Verhoeven |
| Ano | 1991 |
| Volume | 41 |
| Fascículo | 2 |
| Páginas | 205-233 |
| Data de publicação | 1991-06-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Language Learning (JOURNAL) |
| Identificadores do periódico | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-1770.1991.tb00684.x |
| OpenAlex | W2081926714 |
| Idioma | EN |
| Citações recebidas | 7 |
| Referências citadas | 29 |
The purpose of the present study was to identify factors that predict the first-and second-language proficiency of ethnic minority children at the age of 6 years. A sample of 72 six-year-old Turkish children, living in The Netherlands since their infant years, was identified prior to their entrance into the first grade of primary school. Predictor measures originating from the child, his or her family, and the institutional care the child had gone through were collected, along with direct and indirect first- and second-language proficiency measures. The results of the study make clear that two dimensions underlie the children's proficiency in either language: communicative skills versus cognitive/academic skills. Measures of the cultural orientation of the children and their parents turned out to be related to all of the proficiency levels under consideration. The extent of caretaker interaction in the first language was al so positively related to the children's bilingual proficiency level. Moreover, there was evidence for the notion of interdependency in bilingual development in that cognitive/academic abilities in the second language could be predicted from similar abilities in the first language
Academic achievement · Cognition · Developmental psychology · Ethnic group · First language · Language proficiency · Linguistics · Mathematics education · Neuroscience of multilingualism · Turkish · Language Development and Disorders · Multilingual Education and Policy · Psychology · Reading and Literacy Development
Chinese Language Maintenance
Defining an “ideal” heritage speaker
Starting age and L1 and L2 interaction
Relating input factors and dual language proficiency in French–English bilingual children
Individual differences and language interdependence
Biliteracy Among Children and Youths
Transfer in Bilingual Development
Rules and representations
Syntactic Maturity in Schoolchildren and Adults
Linguistic Interdependence and the Educational Development of Bilingual Children
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
On the Relationship Between Knowing and Using Linguistic Forms
On the relationship between knowing and using linguistic forms1
The Family-School Relation and the Child's School Performance
Mother-Tongue Teaching for the Children of Migrants
Bilingualism or Not
The Construct Validation of Some Components of Communicative Proficiency
Attitudes and Motivation
The Cross-Lingual Dimensions of Language Proficiency
A Social Psychology of Bilingualism
Language Development in the Pre-School Years
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
Language as Intelligence
Compartmentalized and Integrated Control
Mother Tongue Maintenance and Second Language Learning
| Obras citantes distintas | 7 |
|---|---|
| Citações por ano | 0,22 |
| Intervalo de citações | 1994 - 2016 (23) |
| Velocidade de citação | historical |
| Altamente citado | Não |
| Tipos de citação | Neutras: 5 |