|
Dòng
|
Nội dung
|
|
1
|
Assessing children’s proficiency in a minority language : exploring the relationships between home language exposure, test performance and teacher and parent ratings of school-age Irish-English bilinguals / Siobhán Nic Fhlannchadha,Tina M. Hickey
// Language and education Vol. 33-No 4/2019 2019p. 340-362 There can be significant diversity in the language experience of minority language children, and in the levels of proficiency reached. The declining numbers of children now exposed to Irish include those from homes where only/mainly Irish is spoken, those with only one Irish-speaking parent, and children from homes where one/both parent(s) speak ‘some Irish’, while levels of language use in the wider community also vary widely. The proficiency of children from Irish-speaking homes seems impressive compared with their L2 learner classmates, but still shows particular linguistic needs. Since acquisition of complex morphosyntactic features depends on both the quantity and quality of input, and extends well into the school years, assessing children’s performance on features such as grammatical gender may provide a useful index of need for language enrichment, even among young speakers judged by teachers and parents to be fluent. We report data from 306 Irish-speaking participants aged 6–13 years from a range of language backgrounds, most of whom live in Gaeltacht (officially designated Irish-speaking) areas. Information was collected from parents on children’s home language and new measures of receptive and productive use of grammatical gender marking in Irish were administered. Performance on these measures is compared with scores on standardised measures of Irish and English reading vocabulary, as well as teacher and parent ratings.
|
|
2
|
|
|
3
|
Scottish classroom voices: a case study of teaching and learning Scots / Jo Arthur Shoba
// Language and education Vol 24, N.5 (September 2010) p385-p400 Research in multilingual classrooms demonstrates education as a key site within which social and linguistic values are shaped. This study extends such research by investigat¬ing language use in a Scottish primary classroom. Scots is widely spoken throughout Scotland, figuring in a 2003 Scottish Parliament report as one of two indigenous heritage languages, alongside Gaelic. However, the historical repression of Scots and its linguis¬tic relatedness to English have led to its being widely regarded as a non-standard dialect rather than a language, in fact as ‘bad English’. Scottish English, rather than Scots, is the officially sanctioned language of education in Scotland. This study focuses on talk amongst schoolchildren during lessons in which written Scots texts were discussed. Triangulation with interview data served to relate the patterning of linguistic choices observed to the social meanings which participants attach to their language choices. The findings indicate challenges faced by teachers and learners in identifying which Scots forms - their own usage or those found in written texts - will be validated through classroom use. They also reveal the constraining effects on such classroom initiatives of the wider context of Scottish language norms and values
|
|
|
|
|