Immigrant minority groups and immigrant minority languages in Europe

Extra, G.; Verhoeven, Ludo

doi:10.1515/9783110807820.3

Cited by 7 publications

(6 citation statements)

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“…Within the study, there is a special focus on those working in multilingual classrooms, as the introduction of language teaching in primary schools comes at a time in which the linguistic landscape of the country is becoming increasingly complex. Growing multilingualism, resulting from both mass migration and globalisation (Extra and Verhoeven 1998;Lin and Martin 2005), is reflected in the 20.6% of primary school pupils in England now speaking a language other than English at home (National Statistics 2017). Therefore, the inclusion of MFL in the primary curriculum adds a further linguistic dimension to the diverse makeup of contemporary English schools.…”

Section: Introductionmentioning

confidence: 99%

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

Finch

Theakston

Serratrice

2018

The Language Learning Journal

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The statutory inclusion of modern foreign languages (MFL) into the Key Stage 2 curriculum in England in 2014 aimed to raise the language skills of younger learners in preparation for their secondary education. This change to the curriculum has occurred at a time in which the linguistic diversity within primary schools across the country has been consistently increasing. This study used interpretative phenomenological analysis to qualitatively examine the impact of the curriculum change on teachers implementing it in multilingual classrooms in Greater Manchester. Six teachers with varying experience in teaching MFL participated in semistructured interviews focussing on different aspects of the curriculum change. This paper focuses on the teaching of MFL, as well as on teachers' perceptions of English as an additional language (EAL) pupils' aptitude for language learning in comparison to their monolingual peers. The superordinate themes identified from the data included the inconsistent delivery of MFL in primary schools, and the role of multilingual classrooms as opportunities for augmented MFL provision. The findings from this study will have implications for teachers, head teachers and policy-makers regarding the effectiveness of the initial implementation of MFL into the primary curriculum, with specific reference to the EAL school population.

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Section: Introductionmentioning

confidence: 99%

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

Finch

Theakston

Serratrice

2018

The Language Learning Journal

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“…Language loss is a broad term pertaining to the processes involved in a reduction and decline of linguistic skills, which refers to the intergenerational process and this kind of loss is not caused by a brain damage such as aphasia and dementia. Suffice it to say that it refers only to the healthy individuals who suffer from attritional process (Extra and Verhoeven, 1999). This is an intergenerational course of action, where the first generation fails to or poorly transmit the entire knowledge system of the language or portions of that knowledge system to the successors.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing Al-Koura Rural Dialect Archaic Vocabulary Among the Young Generation

Humeidat

2018

IJL

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The present study deals with the phenomenon of lexical loss in Al-Koura Rural Dialect in Irbid Governorate, in the northern part of Jordan. Some pre-cultural words suffer from loss and disappearance, and hence, become obsolete. The study aims at identifying the pre-cultural words that are undergoing lexical loss. The study also investigates the diffusion of pre-cultural words among the young generation speakers. The study also examines the linguistic and extra linguistic factors such as solidarity marker, level of education on certain pre-cultural words among the young generation. The present study involved two central methods necessary to achieve the purposes of the study. The first method was to make interview recordings with old group members to collect pre-cultural words through addressing general questions. The questions covered a variety of topics such as food, clothes, glasses and weather. The second method was to compile a questionnaire with the pre-cultural words to be distributed among the young speakers. The questionnaire contained 222 pre-cultural words which refer to several spheres and contexts of life in the society at the previous era. The questionnaire was distributed to 400 young participants. The study group included school and college male and female students. The study group also included other employees from different governmental sectors in Al-Koura District. The findings showed that 168 words were not much familiar to the young speakers. The findings also revealed that the pre-cultural words were sort of familiar to the male young speakers rather than the female young speakers. The lower the age, the less familiar s/he with the traditional pre-cultural words. The educated young speakers who have a lower or medium education level obtain little knowledge of pre-cultural words. The solidarity among the young speakers appeared to be higher than that of the old people.

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“…The Dutch children were monolingual native speakers of Dutch. The ethnic minority children were bilingual (or multilingual): The language used at school, Dutch, differs from the language used in the family (e.g., Turkish, Berber, Arabic, see Footnote 2; see also Extra & Verhoeven, 1999). The ethnic minority children can also be considered functionally bicultural in that they grow up in a minority sociocultural context and are becoming assimilated to the Dutch majority culture.…”

Section: Participantsmentioning

confidence: 99%

Children's cultural background knowledge and story telling performance

Hell¹,

Bosman²,

Wiggers³

et al. 2003

International Journal of Bilingualism

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Acknowledgments*We thank three anonymous reviewers and the editors of this special issue for their helpful comments on a previous version of this manuscript. We are also grateful to the children and teachers of Het Ankertje Kompas and 't Mozaiek for their contribution to the study, and to the children and teachers of Abibakr, John F. Kennedy School, De Ruwaard, and De Vlieger for their contribution to a precursor of this study. AbstractThe cultural context in which a child is raised influences her cognitive system and language behavior. In this paper, we explored the influence of cultural background knowledge on story telling performance of two groups of children living in the Netherlands: (1) bilingual ethnic minority children from immigrant families of Islamic background (2) monolingual Dutch children. Using a within-subject design, all children retold, continued, and finished three story beginnings: One story dealt with a topic related to the ethnic minority children's cultural background (Ramadan), one story dealt with a topic related to the Dutch children's cultural background (Carnival), and one story dealt with a topic both groups of children were familiar with (playing at the schoolyard). All children spoke in Dutch, which implies that the ethnic minority children performed all tasks in a language other than their family language, whereas the Dutch children performed the same tasks in their native language. It appeared that both quantitative and qualitative characteristics of the stories were influenced by the children's cultural background knowledge. Measurements of story length showed that ethnic minority children's Ramadan stories were longer than their Carnival stories, whereas Dutch children's Carnival stories were longer than their Ramadan stories. Likewise, the ethnic minority children's Ramadan stories contained more connective ties (as indexed by the number of conjunctions used) than their Carnival stories, whereas the reverse pattern was observed in Dutch children. These findings indicate that cultural familiarity with a topic influences story telling performance in terms of story length and coherence.

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Immigrant minority groups and immigrant minority languages in Europe

Cited by 7 publications

References 1 publication

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

Assessing Al-Koura Rural Dialect Archaic Vocabulary Among the Young Generation

Children's cultural background knowledge and story telling performance

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