On the Role of Informal vs. Formal Context of Language Experience in Italian–German Primary School Children

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2024
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Languages. MDPI. 2024, 9(2), 63. eISSN 2226-471X. Available under: doi: 10.3390/languages9020063
Zusammenfassung

This study focuses on the contexts of language experience in relation to language dominance in eighty-seven Italian–German primary school children in Germany using the MAIN narrative task. We compare current language experience in the heritage language (Italian) and the majority language (German) in both formal and informal settings, and we examine the respective impact on micro- and macrostructure measures, including different language domains. Some previous findings emphasized the importance of language experience in formal contexts. By contrast, our results suggest that, in particular, language experience in informal contexts determines vocabulary and fluency in the heritage and majority language, while there are no effects of exposure on syntactic complexity. Furthermore, while the younger children are relatively balanced, the older children are more dominant in the societal language. Our findings imply that the use of the minority language in informal contexts should be encouraged to promote its development and maintenance.

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ISO 690PICCIONE, Mariapaola, Maria F. FERIN, Noemi FURLANI, Miriam GEISS, Theodoros MARINIS, Tanja KUPISCH, 2024. On the Role of Informal vs. Formal Context of Language Experience in Italian–German Primary School Children. In: Languages. MDPI. 2024, 9(2), 63. eISSN 2226-471X. Available under: doi: 10.3390/languages9020063
BibTex
@article{Piccione2024Infor-69310,
  year={2024},
  doi={10.3390/languages9020063},
  title={On the Role of Informal vs. Formal Context of Language Experience in Italian–German Primary School Children},
  number={2},
  volume={9},
  journal={Languages},
  author={Piccione, Mariapaola and Ferin, Maria F. and Furlani, Noemi and Geiss, Miriam and Marinis, Theodoros and Kupisch, Tanja},
  note={Article Number: 63}
}
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