Basque L2 development in immersion school settings

Manterola, Ibon; Almgren, Margareta; Idiazabal, Itziar

doi:10.1177/1367006912438996

Cited by 7 publications

(5 citation statements)

References 35 publications

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“…Less is known about the developmental progression of narratives in bilingual children's second language (L2) (Manterola, Almgren, & Idiazabal, 2013), particularly in the preschool age group. The narrative retell measure used in the current study is norm referenced for children aged three years and six months to seven years.…”

Section: Introductionmentioning

confidence: 99%

Narrative abilities in subgroups of English language learners and monolingual peers

Hipfner-Boucher

Milburn

Weitzman³

et al. 2014

International Journal of Bilingualism

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Aims and objectives: The objective of this study was to examine the narrative ability of two subgroups of English Language Learners (ELLs) relative to a group of English monolingual (EL1) peers. Specifically, we investigated whether the three groups of children differed on measures of narrative macrostructure and microstructure. Methodology: Two groups of ELLs were identified on the basis of parent report of the language most often heard and spoken at home (ELL English language users, ELL minority language users). A group of monolingual English children served as a comparison group ( n = 25 per language group). The children averaged 56 months of age. All children completed a narrative retell task. Data and analysis: The retell task was scored in relation to macrostructure (narrative information) and microstructure (number of utterances, mean length of utterance, number of different words, grammaticality). ANCOVAs, partialling out age and memory, revealed distinct performance profiles for the two ELL groups. Findings: There were no group differences on the number of utterances or story grammar. However, the performance of the ELL minority language group was significantly different from that of the EL1 and the ELL English language group on all microstructure measures (number of different words, sentence length, and grammaticality). Overall, the performance of the ELL English language users was indistinguishable from the EL1 group. Originality: The study highlights the heterogeneity in an ELL kindergarten sample with respect to English narrative ability, based on the extent to which English was heard and spoken at home. Implications: The findings highlight the need to gather detailed linguistic information about the home language environments of ELL children when involving them in language- or literacy-related tasks. An important implication of this information is the potential to lead to more nuanced expectations or teaching methods for subgroups of ELL children.

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Section: Introductionmentioning

confidence: 99%

Narrative abilities in subgroups of English language learners and monolingual peers

Hipfner-Boucher

Milburn

Weitzman³

et al. 2014

International Journal of Bilingualism

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“…Si bien la mayoría de las sociedades son plurilingües por naturaleza, el estatus de las lenguas que en ella se hablan no siempre es similar. El abanico de posibilidades y oportunidades que tiene la lengua hegemónica y mayoritaria para ser utilizada y desarrollada en la sociedad, es muy superior al que tienen las lenguas minorizadas, lo cual supone siempre una ventaja para el buen dominio de la lengua mayoritaria, pues como muestran numerosas investigaciones (Cenoz, 2009;Manterola et al, 2013;Larringan et al, 2015), aún cuando la educación bilingüe o plurilingüe garantiza el aprendizaje de la lengua originaria y de una lengua extranjera; la lengua hegemónica, por su accesibilidad y disponibilidad, siempre tiene ventaja.…”

Section: La Revitalización De Las Lenguas Minorizadas Y La Educación unclassified

Los Derechos Lingüísticos Y La Educación en Lenguas Indígenas en La Encrucijada Del Desarrollo Sostenible

Askoaga

2020

Rev. Fac. Derecho Cienc. Polit. (Cusco)

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La diversidad lingüística es parte del patrimonio inmaterial del mundo, pero no todas las lenguas gozan del mismo estatus ni del mismo reconocimiento. Junto a las grandes lenguas mayoritarias existen numerosas lenguas indígenas minimizadas a las que apenas se les presta atención, y a cuyos hablantes se les priva de algunos derechos básicos como el de ser educados en su lengua autóctona. Este artículo aborda la dimensión interactiva del lenguaje como parte de la actividad humana, y la lengua materna como un derecho de los hablantes reconocido por la UNESCO; luego pone atención en el papel que juega la diversidad lingüística en los Objetivos de Desarrollo Sostenible; también recalca la necesidad de favorecer una educación plurilingüe articulada en torno a la lengua materna.

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“…Where the number and concentration of minority language speakers are small, or where there may be no monoglot speakers of the minority language, a reduced communicative need to use the minority language results (Cenoz & Gorter, 2019). It is widely accepted that the education system is a critical context in the revival and strengthening of minority languages (Fishman, 1991;Hornberger, 2008;Manterola, Almgren, & Idiazabal, 2013). It is equally accepted, but sometimes forgotten, that schools on their own cannot revive a minority or threatened language (Baker, 2003;Manterola, 2013;McCarty, 2008;Skutnabb-Kangas, 2008).…”

Section: The Gap Between Minority Language Competence and Usementioning

confidence: 99%

Bilingual Education in Minority Language Contexts: When a high level of linguistic competence is not enough.

Duibhir¹

2019

Elia

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In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country.Much of the debate on bilingualism and interculturality has focused on the cultural and linguistic diversity of indigenous populations in regions such as South America. In Europe and North America, the educational rights of migrant children have been emphasised. The needs of speakers of regional, minority or lesser-used languages have tended to be overlooked and hence received less attention in the literature. The most distinctive differences between minority language speakers and their compatriots are, on the surface at least, linguistic rather than cultural. This paper explores current discourse and research about the linguistic identity of speakers of minority or lesser-used languages, living in communities where world languages predominate. My background inIrish-medium education in Ireland has been a driving force in questioning and understanding the factors within schools and across the wider ELIA Mon. I, pp. 39-64 estatus forman parte de la lengua dominante y los estudiantes pueden considerar que el idioma minoritario es redundante con una función limitada. Los últimos descubrimientos sugieren que el entorno escolar probablemente tenga una influencia limitada en la configuración de la identidad bilingüe de los adolescentes y este artículo explorará por qué su nivel de competencia no es suficiente.Palabras clave: Inmersión, lengua minoritaria, identidad, educación bilingüe, intercultural ELIA Mon. I, Notes 1 199 primary (10-11 yr old) and 171 (15-16 yr old) post-primary students.

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Basque L2 development in immersion school settings

Cited by 7 publications

References 35 publications

Narrative abilities in subgroups of English language learners and monolingual peers

Narrative abilities in subgroups of English language learners and monolingual peers

Los Derechos Lingüísticos Y La Educación en Lenguas Indígenas en La Encrucijada Del Desarrollo Sostenible

Bilingual Education in Minority Language Contexts: When a high level of linguistic competence is not enough.

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