Bilingualism goes to school: The interplay of (extra)linguistic factors in successful bilingual development

双语进入学校：（外）语言因素在成功双语发展中的相互作用

• 批准号: 2866617
• 金额: --
• 依托单位: Lancaster University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2866617
• 关键词: Bilingualism; goes; interplay; extra; linguistic

Migration is making Europe increasingly multilingual, and the United Kingdom is committed topromoting this linguistic diversity for reasons of cultural identity, social integration and cohesion(Social Mobility Commission, 2022). Heritage languages are the minority languages spoken athome in situations where these family languages are not a dominant language of the largersociety. For example, Polish, Punjabi, and Portuguese are widely spoken heritage languages in theUnited Kingdom. In 2021/2022, close to 20% of school pupils (1.6M pupils) spoke a languagedifferent than English at home (Department for Education, 2022). Speaking these languages athome permit migrant children to maintain ties to their parents' country of origin and to their cultural heritage. At the same time, it is clear that successful integration also requires a high levelof proficiency in the majority language of society (English) (Hutchinson, 2018).The key question, and one to be addressed in this PhD project, is how to promote thedevelopment of both languages so that these multilingual citizens can make use of theeducational and professional opportunities resulting from an increasingly integrated Europe. Inaddressing this question, we will work in close collaboration with a major non-academicstakeholder, Portugal's Camões Institute, which, as one of Europe's leading institutions promotingbilingual education, has a significant interest in understanding the factors that facilitate bilingualdevelopment.Several factors have been identified for successful bilingual development. These includethe age of acquisition, the amount of contact with the heritage language through different familyconstellations, socioeconomic status, formal schooling, and explicit grammar instruction in theheritage language (e.g., Bayram et al., 2021; Torregrossa et al., 2022). However, most studiesconsider variables in isolation, which means that the interplay of critical factors and their impacton bilingual language development are not fully understood. In addition, most studies observe theeffects of these factors on the acquisition of very specific aspects of the heritage language ratherthan a broader range of language properties. Finally, most studies consider the heritage languageindependent of the majority language. This is problematic as we need to study the conditions thatenable children to develop their two native languages, and this requires testing their competencein both. The objective of the proposed PhD project is to significantly advance our understanding ofthe factors that determine successful bilingual development by directly addressing theseshortcomings. First, rather than considering variables in isolation, we will examine the interplay ofthe critical factors above in bilingual development. Second, rather than focusing on just onedomain of language, we will observe the development of three linguistic domains (lexicon,morphology, syntax). And third, rather than observing the effect of these factors on just onelanguage, we will investigate their effect on both the heritage and the majority language. We willfocus on English-Portuguese bilingual development as a test case, but the insights from this PhDproject will apply to other language constellations.

移民正在使欧洲变得越来越多语言，出于文化认同、社会融合和凝聚力的原因，英国致力于促进这种语言多样性（社会流动委员会，2022）。遗产语言是在家里使用的少数语言。这些语言家族并不是较大社会的主导语言，例如，2021/2022 年，波兰语、旁遮普语和葡萄牙语是英国广泛使用的传统语言。小学生（160 万学生）在家里说的语言与英语不同（教育部，2022 年）。同时，很明显，成功的融合还需要对社会主要语言（英语）有很高的熟练程度（Hutchinson，2018）。关键问题，也是这个博士项目要解决的问题，是如何促进两种语言的发展，使这些多语言公民能够利用日益一体化的欧洲带来的教育和职业机会。在解决这个问题时，我们将与主要的非学术利益相关者——葡萄牙卡蒙斯学院密切合作。作为欧洲领先的双语教育推广机构之一，它对了解促进双语发展的因素非常感兴趣。已经确定了成功双语发展的几个因素，其中包括习得的年龄、数量。通过不同的家庭结构、社会经济地位、正规学校教育和传统语言中的明确语法教学，与传统语言接触的程度（例如，Bayram 等人，2021；Torregrossa 等人，2022）然而，大多数研究孤立地考虑变量，这意味着关键因素的相互作用及其对双语发展的影响尚未完全理解。此外，大多数研究都观察这些因素对遗产的特定方面的影响。最后，大多数研究认为传统语言独立于主流语言，这是有问题的，因为我们需要研究使儿童发展两种母语的条件，而这需要测试他们的两种语言的能力。拟议的博士项目的目标是通过直接解决这些缺点来显着促进我们对决定成功双语发展的因素的理解。首先，我们将研究上述关键因素在双语发展中的相互作用。 ，而不是专注于只是语言的一个领域，我们将观察三个语言领域（词汇、形态、语法）的发展。第三，我们将研究它们对传统语言和主流语言的影响，而不是观察这些因素对一种语言的影响。我们将重点关注英语-葡萄牙语双语开发作为测试案例，但该博士项目的见解将适用于其他语言群。