Form-Focused Instruction in the Heritage Language Classroom: Toward Research-Informed Heritage Language Pedagogy

Kisselev, Olesya; Dubinina, Irina; Polinsky, Maria

doi:10.3389/feduc.2020.00053

Cited by 11 publications

(4 citation statements)

References 57 publications

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“…From the more practical standpoint, the results obtained here shed light on the question of possible linguistic advantages of early naturalistic exposure for the outcome of grammar construction in bilinguals, a pivotal issue underlying much current work in the emerging frontier of researched-informed HL pedagogy (see Kisselev et al, 2020, for an overview). Specifically, the evidence presented in this study challenges the tacit assumption held in some educational settings that the early onset of bilingualism, often associated with a phonological advantage in HL speakers, automatically translates into more target-like acquisition of linguistic structures.…”

Section: Discussionmentioning

confidence: 86%

Word order and information structure in heritage and L2 Russian: Focus and unaccusativity effects in subject inversion

Laleko

2022

International Journal of Bilingualism

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Aims and objectives/purpose/research questions: The study’s main objective is to investigate the effects of information structure and verb type on the acceptability of canonical and non-canonical word order patterns in baseline, heritage, and L2 Russian in a controlled experimental setting. In particular, the study examines the bilinguals’ sensitivity to extralinguistic (subject focus) and intralinguistic (unaccusativity) triggers of subject–verb inversion in Russian. Design/methodology/approach: The study employs a contextualized acceptability judgment task with unaccusative, unergative, and transitive predicates. In each condition, ratings for SV(O) and (O)VS structures are elicited in broad-focus and narrow-subject-focus contexts. Data and analysis: Data come from adult English-Russian bilinguals: heritage speakers at two proficiency levels ( n = 27) and L2 learners ( n = 15), compared to monolingual Russian speakers ( n = 15). Welch’s unequal variances t-tests are utilized in the statistical analysis of the results. Findings/conclusions: Bilinguals generally under-accept inverted structures. With intransitive predicates, heritage speakers in the higher proficiency group are sensitive to the effects of unaccusativity, but not focus, on the occurrence of VS orders. However, with transitive predicates, higher proficiency heritage speakers demonstrate a target-like contrast in their ratings of OVS structures under broad and narrow focus. No clear effects of unaccusativity or focus are attested in the lower proficiency heritage or L2 speakers’ judgments of inverted orders. Originality: This is the first study to compare the effects of unaccusativity and focus on word order variation in baseline, heritage, and L2 Russian and to examine subject focus in both intransitive and transitive structures. Significance/Implications: The differential effects of subject focus obtained in the intransitive and transitive conditions indicate that heritage speakers do not experience a generalized difficulty with information-structure marking through word order. While intralinguistic word order cues seem more accessible to early bilinguals than extralinguistic cues, heritage speakers are able to attend to the latter when their visibility is enhanced in discourse.

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Section: Discussionmentioning

confidence: 86%

Word order and information structure in heritage and L2 Russian: Focus and unaccusativity effects in subject inversion

Laleko

2022

International Journal of Bilingualism

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“…En este escenario, el input o las muestras del caudal lingüístico al que los usuarios de español LH están expuestos es, en definitiva, y como diversos estudios expresan (Castillo-Fadic, 2002;Montrul, 2008;Valdés et al, 2006), distinto en cuanto a cantidad y calidad si se lo compara tanto con el de los usuarios nativos de español como con el input que reciben los estudiantes de español L2. Sin embargo, muchas de las diferencias reportadas en la literatura en cuanto a la proficiencia de los usuarios de LH, apuntan a que estas podrían tener su origen, específicamente, en sus experiencias de aprendizaje (Bowles & Bello-Uriarte, 2019;Kisselev & Polinsky, 2020). En general, los usuarios de LH tienden a no haber sido familiarizados con terminología metalingüística a lo largo de su desarrollo.…”

Section: Desarrollo De La Escritura En Usuarios De Español Lhunclassified

El Lenguaje Acad�mico como Catalizador de la Equidad en la Educaci�n Escolar

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Uccelli²,

Ruiz

2021

Multilingual Contributions to Writing Research: Toward an Equal Academic Exchange

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“…Miyamoto, (2017) provided that based on FonF-based instruction's efficacy in its potentials of incidental and expected L2 learning, the FPP (form-oriented) practice model was developed and contextualized. In order to account for nonlinear and complex motivating variables of the students, the FonF practice model has proven successful at the person level and utilizes CALL to improve speaking and listening skills (Kisselev, Dubinina & Polinsky, 2020).…”

Section: Form Focused Approachmentioning

confidence: 99%

“…New technologies have provided many implications to the language learning due to the high-tech development and the evolution of language learning. The implications work both on the view of educators and students (Kisselev, Dubinina & Polinsky, 2020). Educators agree that the use of new technology help them a lot in their profession.…”

Section: Introductionmentioning

confidence: 99%

English Vocabulary Learning Through Form-Focused Approaches Using Video Podcasts

2021

JLLL

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The objective of this study was to determine whether the lectures given to English students as a foreign language in addition to regular classes, would enable them to grow their language skills and to review and find information on podcasting as a learning or teaching tool, in order to improve comprehension and learning methods. Since the arrivals of the digital era, audio media utilization in teaching language has become easier to use. It goes online through the use of websites, online learning environments, learning management systems and podcast. So, this study focuses on the examination of shape-oriented methods when taking video podcasting into account. The study focuses primarily on Pakistan analyzing English language learning activities in Pakistani universities, as university graduates have been taken as a model. As technical developments affect all other industries, they also affect the education market. However, these developments are not mainly followed in developed countries such as Pakistan and Pakistani universities still adopt the conventional methods of education. As discussed above, studying has become exciting for students around the world as teachers bring some fascinating and advantageous technology such as video podcast into the classroom. This study assesses, thus, the effects of English vocabulary learning by using video podcasts to use form-focused approaches.

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Form-Focused Instruction in the Heritage Language Classroom: Toward Research-Informed Heritage Language Pedagogy

Cited by 11 publications

References 57 publications

Word order and information structure in heritage and L2 Russian: Focus and unaccusativity effects in subject inversion

Word order and information structure in heritage and L2 Russian: Focus and unaccusativity effects in subject inversion

El Lenguaje Acad�mico como Catalizador de la Equidad en la Educaci�n Escolar

English Vocabulary Learning Through Form-Focused Approaches Using Video Podcasts

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