The Influence of Dominance and Sociolinguistic Context on Bilingual Preschoolers' Language Choice

Paradis, Johanne; Nicoladis, Elena

doi:10.2167/beb444.0

Cited by 94 publications

(98 citation statements)

References 28 publications

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“…In addition, the L2 learners may still have been in a stage of language acquisition in which their L2 speech production output, and thereby the need for language control, was limited. As reported by the English-speaking teachers in the bilingual schools in which data collection for this study took place, the L2 learner children were able to understand their interlocutors' English but prominently chose their L1 German to produce language (see also Paradis & Nicoladis, 2007, for language dominance influencing language choice in bilingual preschoolers).…”

Section: Discussionmentioning

confidence: 96%

Executive functions and inhibitory control in multilingual children: Evidence from second-language learners, bilinguals, and trilinguals

Poarch

Hell

2012

Journal of Experimental Child Psychology

274

231

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Section: Discussionmentioning

confidence: 96%

Executive functions and inhibitory control in multilingual children: Evidence from second-language learners, bilinguals, and trilinguals

Poarch

Hell

2012

Journal of Experimental Child Psychology

274

231

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“…It is well documented that bilingual children are sensitive to appropriate language choice with individual interlocutors, even as young as age 2 (Paradis and Nicoladis 2007). Whilst this may mean that children are sensitive to the need to use Welsh at school with the teacher, the tendency to revert to the use of their L1 with peers, particularly with L1 English-speaking peers, may demonstrate heightened sensitivity to peer preference and/or peer fluency in the target language.…”

Section: Introductionmentioning

confidence: 99%

The learner's voice: exploring bilingual children's selective language use and perceptions of minority language competence

Apolloni

Lewis

2014

Language and Education

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Previous studies have demonstrated how primary-school-aged children learning a minority language at school revert to the use of their dominant L1 in peer-peer situations, both within and outside the classroom. Identifying the cause of this pattern is central to language policy strategies and initiatives across many minority language regions, and requires a consideration of the pupil's own perceptions on the issue. This study examined the views of 98 primary-school-aged children attending schools in four counties of Wales. All children were from English-dominant homes and between the ages of 8 and 11. All children attended schools that taught predominantly through the medium of Welsh. Their attitudes towards speaking and using Welsh and English, their beliefs about the linguistic opportunities afforded to them at school, and their perceptions of their own linguistic abilities were collected via questionnaires and focus group interviews. Whilst their attitudes towards Welsh and English were generally positive, their perceptions of the opportunities to use Welsh in a supportive and sympathetic context, and their own perceptions of their linguistic abilities in Welsh, varied across the different counties in Wales. The implications of the findings, particularly in relation to effective language policy strategies in minority language contexts, are discussed.

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“…Previous studies have shown that siblings can choose to speak a language that may not coincide with the parents' preferred language choice (Obied, 2009; see also discussion in Caldas & Caron-Caldas, 2002). Research with preschoolers in Edmonton has also suggested that FrenchEnglish bilingual children are sensitive to the status of English in the community, even in the preschool years (Paradis & Nicoladis, 2007; see also Chevalier, 2015). So, it could be that even in the preschool years, children can start to become sensitive to the status of the majority language and therefore choose to make that the preferred language of sibling interactions.…”

Section: Discussionmentioning

confidence: 99%

Catching English: Constructing language choice between Tagalog–English bilingual siblings

Salvador¹,

Nicoladis

Diego³

2017

OLBIWP

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In multicultural Canada, preserving heritage languages (HLs) is an issue for many immigrant families. Many parents want to maintain their HL with their children, but do not necessarily speak it consistently at home. In addition, older siblings may start speaking the HL less once they start school. This study examined the language choice among TagalogEnglish bilingual siblings in an English-majority setting. We expected to see greater use of English when at least one of the siblings was in school and when pretending to interact in public settings (like schools or restaurants) rather than private. The results showed that the children spoke mostly English regardless of whether they (or their sibling) were in school and regardless of context (public vs. private). We discuss possible reasons for these children's high use of English.Key words: heritage languages, siblings, bilingual first language acquisition, language choice, code-switching Résumé Au Canada multiculturel, le maintien des langues patrimoniales (LP) représente un enjeu important pour les familles immigrantes. De nombreux parents aimeraient maintenir la LP avec leurs enfants mais ne la parlent pas d'une manière assidue à la maison. De plus, il arrive que les frères et les soeurs ainés parlent moins la LP lorsqu'ils commencent l'école. Cette étude examine le choix de langues entre frères et soeurs bilingues (tagalog-anglais) dans un milieu majoritairement anglais. Nous nous attendions à ce que les enfants parlent plus anglais à partir du moment où au moins l'un d'entre eux était entré à l'école et quand ils s'imaginaient dans des situations publiques (comme à l'école ou à un restaurant) plutôt que lors de situations privées. Les résultats ont pourtant montré que la plupart du temps les enfants choisissaient l'anglais plutôt que le tagalog, c

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The Influence of Dominance and Sociolinguistic Context on Bilingual Preschoolers' Language Choice

Cited by 94 publications

References 28 publications

Executive functions and inhibitory control in multilingual children: Evidence from second-language learners, bilinguals, and trilinguals

Executive functions and inhibitory control in multilingual children: Evidence from second-language learners, bilinguals, and trilinguals

The learner's voice: exploring bilingual children's selective language use and perceptions of minority language competence

Catching English: Constructing language choice between Tagalog–English bilingual siblings

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