The Perceptions of Bilingualism Scales

Luk, Gigi; Surrain, Sarah

doi:10.31234/osf.io/s32zb

Cited by 6 publications

(2 citation statements)

References 36 publications

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“…Parental perceptions of bilingualism for one’s child were measured using the Perceptions of Bilingualism for Child Plus scale (PoB+; Luk and Surrain, 2019 ). This eight-item scale was designed to measure parents’ perceptions of the value of bilingualism for their DLL children.…”

Section: Methodsmentioning

confidence: 99%

Parental perceptions of bilingualism and home language vocabulary: Young bilingual children from low-income immigrant Mexican American and Chinese American families

et al. 2023

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Dual language learners (DLLs), especially those from immigrant families in the United States, risk losing their home language as they gradually shift to speaking English as they grow up. Given the potential benefits of bilingualism on children’s cognitive, linguistic, and social–emotional development, it is crucial to maintain children’s home language to foster bilingual development. The current literature suggests that parental beliefs toward bilingualism and the language and literacy environment are linked to children’s language development. With the growing number of DLLs living in the United States, little is known about what parental beliefs about bilingualism of their children are integrated into these bilingual households and parents’ role in home language maintenance. The present study addresses the gap in the literature by investigating low-income immigrant families, specifically Chinese American and Mexican American families, and exploring the parental perceptions of children’s bilingual language learning. Further, the present study examines the relations among parental perceptions of bilingualism, home language and literacy practices, and home language oral proficiency. Data were collected from a total of 41 Mexican American and 91 Chinese American low-income immigrant families with DLLs ages 50–88 months who had been recruited from Head Start programs and state-funded preschools in Northern California when the children were 3–4 years old. Information about shared reading frequency, home language exposure and usage, and parental perceptions of bilingualism was collected through parental interviews, and DLLs’ home language oral proficiency was individually assessed. No significant difference in home language oral proficiency was observed between the two groups. Principal Components Analysis on the parental perceptions of bilingualism measure revealed two components, “Importance of Being Bilingual” and “English over Bilingualism.” Stepwise regression analysis results show that “Importance of Being Bilingual” was associated with children’s home language oral proficiency after controlling for culture, child age, the frequency of home language shared book reading, and child home language exposure and use. The results show that parents’ positive beliefs toward bilingualism are related to the children’s use of that language and their children’s language outcomes. Implications and suggestions for home language and literacy support for DLLs are discussed.

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Section: Methodsmentioning

confidence: 99%

Parental perceptions of bilingualism and home language vocabulary: Young bilingual children from low-income immigrant Mexican American and Chinese American families

et al. 2023

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“…Other studies have failed to find a link between bilingualism and EF, sometimes after controlling for factors such as socio-economic situation, age and education (Duñabeitia et al 2014; Gathercole et al 2014;Kousaie & Phillips 2012;Morton & Harper 2007). Several explanations for this discrepancy have been put forward, including how bilingual groups are defined in different studies and how comparable they are in terms of their language and cultural experiences (Calvo & Bialystok 2014;Luk & Surrain 2019). More recently, the linguistic similarity of the bilingual's two languages has been suggested to modulate the effect of bilingualism on cognition.…”

Section: Bilingualism and Executive Functionsmentioning

confidence: 99%

The effects of using two variants of one language on cognition: Evidence from bidialectalism and diglossia.

alrwaita¹,

Pliatsikas²,

Houston‐Price³

2020

Preprint

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The question of whether and how bilingualism affects domain general cognition has been extensively debated. Less attention has been paid to the cognitive abilities of speakers of different variants of the same language, in linguistic situations such as bidialectalism and diglossia. Similarly to the bilingual situation, in bidialectalism and diglossia speakers need to use only one variant of the language in a given context. However, these situations provide fewer opportunities for mixing or switching between the variants, potentially leading to different domain general cognitive outcomes than those reported in bilingualism. Here we review the available evidence on the effects of bidialectalism and diglossia on cognition, and evaluate it in relation to theories of the effects of bilingualism on cognition. We conclude that investigations of bilingualism, bidialectalism and diglossia must take into account the conversational context and, in particular, the opportunities for language switching that this affords.

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How do parents think about multilingual upbringing? Comparing OPOL parents and parents who mix languages

Koelewijn

Hoevenaars

Verhagen

2023

Journal of Multilingual and Multicultural Development

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The Perceptions of Bilingualism Scales

Cited by 6 publications

References 36 publications

Parental perceptions of bilingualism and home language vocabulary: Young bilingual children from low-income immigrant Mexican American and Chinese American families

Parental perceptions of bilingualism and home language vocabulary: Young bilingual children from low-income immigrant Mexican American and Chinese American families

The effects of using two variants of one language on cognition: Evidence from bidialectalism and diglossia.

How do parents think about multilingual upbringing? Comparing OPOL parents and parents who mix languages

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