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Challenges of maintaining the mother’s language : marriage-migrants and their mixed-heritage children in South Korea / Mi Yung Park.
// Language and Education Vol.33, No 5/2019 UK : Taylor & Francis Group, 2019.p. 431-444 This study explores the language use of Southeast Asian marriage-migrant mothers in South Korea with their mixed-heritage children, and the challenges related to heritage language (HL) transmission. Drawing on interviews with nine women, the study finds that they encountered multiple obstacles to teaching the HL to their children. Their Korean family members regarded HL learning as a hindrance to the children’s success and discouraged the development of their bilingual and bicultural identities. Moreover, the mothers themselves promoted Korean at home because they believed it was necessary to the children’s academic and social success. Their strong desire for their children to assimilate and conform to the dominant language and culture was influenced by a mainstream society in which mixed-heritage children are vulnerable to social exclusion. As a result, the participants’ children were prevented from receiving rich HL input and lacked fluency in their HLs. This study aims to improve our understanding of the factors that facilitate or hinder HL transmission and development in the context of mixed families in South Korea.
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Détails phonétiques dans la réalisation des pauses en Français : Etude de parole lue en langue maternelle vs en langue étrangère / Camille Fauth, Jürgen Trouvain.
// LANGAGES N° 211 (3/2018) 2018.p. 81-95 In this study, we investigate the realization of different types of pauses (silent, respiratory and filled pauses) as a function of foreign language proficiency. We have recorded 10 native speakers, 10 advanced and 10 beginner learners reading aloud a text. Learners produced more pauses than the native speakers, and the most frequent pause type across all speakers is the breath pause. Surprisingly, the native speakers produced the longest pauses, probably due to the fact that most of their unfilled pauses were breath pauses. In our data, phonetically silent pauses are rare and predominantly used by the learners in disfluent phases whereas breath pauses (with an audible respiratory noise and thus not silent) are frequent and generally realized at syntactic boundaries.
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