Publikation:

Internal and External Factors in Heritage Language Acquisition : Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom

Lade...
Vorschaubild

Dateien

Rodina_2-f9k0kfyikn4w5.pdf
Rodina_2-f9k0kfyikn4w5.pdfGröße: 966.45 KBDownloads: 260

Datum

2020

Autor:innen

Rodina, Yulia
Meir, Natalia
Mitrofanova, Natalia
Urek, Olga
Westergaard, Marit

Herausgeber:innen

Kontakt

ISSN der Zeitschrift

Electronic ISSN

ISBN

Bibliografische Daten

Verlag

Schriftenreihe

Auflagebezeichnung

ArXiv-ID

Internationale Patentnummer

Link zur Lizenz

Angaben zur Forschungsförderung

Projekt

Open Access-Veröffentlichung
Open Access Gold
Core Facility der Universität Konstanz

Gesperrt bis

Titel in einer weiteren Sprache

Publikationstyp
Zeitschriftenartikel
Publikationsstatus
Published

Erschienen in

Frontiers in Education. Frontiers Media. 2020, 5, 20. eISSN 2504-284X. Available under: doi: 10.3389/feduc.2020.00020

Zusammenfassung

In this paper, we consider elicited production data (real and nonce words tasks) from five different studies on the acquisition of grammatical gender in Heritage Russian, comparing children growing up in Germany, Israel, Norway, Latvia, and the United Kingdom. The children grow up in diverse heritage language backgrounds, ranging from small groups (in Norway) to large communities (in Latvia). Furthermore, the children vary with respect to family background (one or two Russian-speaking parents) as well as the intensity of instruction in the heritage language through complementary schools. Russian has a three-gender system (masculine, feminine, and neuter) with gender cues varying in their transparency, predictability and frequency. The majority languages that these children speak differ widely with respect to the linguistic property studied: While English has no grammatical gender, Latvian and Hebrew both have two-gender systems (feminine and masculine), as well as the Oslo and Tromsø dialects of Norwegian (masculine and neuter), while German has a three-gender system, with a feminine-masculine-neuter distinction, like Russian. However, the transparency of gender assignment varies greatly, with Hebrew and Latvian having predictable gender based on the shape of the noun, like Russian, while gender assignment in Norwegian is generally arbitrary and German is semi-transparent, with gender assignment tendencies rather than rules. The focus in the paper is on language-internal and language-external factors that may be (non-)facilitative for the acquisition of gender in Russian, i.e., possible cross-linguistic influence from the majority language and the importance of background factors, such as family situation, age at start of kindergarten, size of the Russian-speaking community, current exposure to Heritage Russian instruction, and the main language of instruction. Our results show no significant differences across groups with respect to the majority language, but clear effects of background variables, with family type, age, and current exposure to Heritage Russian instruction as the most important ones.

Zusammenfassung in einer weiteren Sprache

Fachgebiet (DDC)
400 Sprachwissenschaft, Linguistik

Schlagwörter

grammatical gender, child bilingualism, Heritage Russian, heritage language education, crosslinguistic influence

Konferenz

Rezension
undefined / . - undefined, undefined

Forschungsvorhaben

Organisationseinheiten

Zeitschriftenheft

Zugehörige Datensätze in KOPS

Zitieren

ISO 690RODINA, Yulia, Tanja KUPISCH, Natalia MEIR, Natalia MITROFANOVA, Olga UREK, Marit WESTERGAARD, 2020. Internal and External Factors in Heritage Language Acquisition : Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom. In: Frontiers in Education. Frontiers Media. 2020, 5, 20. eISSN 2504-284X. Available under: doi: 10.3389/feduc.2020.00020
BibTex
@article{Rodina2020-03-11Inter-49931,
  year={2020},
  doi={10.3389/feduc.2020.00020},
  title={Internal and External Factors in Heritage Language Acquisition : Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom},
  volume={5},
  journal={Frontiers in Education},
  author={Rodina, Yulia and Kupisch, Tanja and Meir, Natalia and Mitrofanova, Natalia and Urek, Olga and Westergaard, Marit},
  note={Article Number: 20}
}
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/49931">
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/49931"/>
    <dc:rights>Attribution 4.0 International</dc:rights>
    <dc:contributor>Meir, Natalia</dc:contributor>
    <dc:language>eng</dc:language>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/45"/>
    <dc:creator>Mitrofanova, Natalia</dc:creator>
    <dcterms:issued>2020-03-11</dcterms:issued>
    <dc:contributor>Rodina, Yulia</dc:contributor>
    <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/49931/1/Rodina_2-f9k0kfyikn4w5.pdf"/>
    <dc:contributor>Westergaard, Marit</dc:contributor>
    <dc:creator>Meir, Natalia</dc:creator>
    <dc:contributor>Kupisch, Tanja</dc:contributor>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2020-06-18T11:55:46Z</dcterms:available>
    <dc:creator>Urek, Olga</dc:creator>
    <dc:creator>Westergaard, Marit</dc:creator>
    <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/49931/1/Rodina_2-f9k0kfyikn4w5.pdf"/>
    <dcterms:title>Internal and External Factors in Heritage Language Acquisition : Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom</dcterms:title>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2020-06-18T11:55:46Z</dc:date>
    <dc:contributor>Urek, Olga</dc:contributor>
    <dc:contributor>Mitrofanova, Natalia</dc:contributor>
    <dcterms:rights rdf:resource="http://creativecommons.org/licenses/by/4.0/"/>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dc:creator>Rodina, Yulia</dc:creator>
    <dcterms:abstract xml:lang="eng">In this paper, we consider elicited production data (real and nonce words tasks) from five different studies on the acquisition of grammatical gender in Heritage Russian, comparing children growing up in Germany, Israel, Norway, Latvia, and the United Kingdom. The children grow up in diverse heritage language backgrounds, ranging from small groups (in Norway) to large communities (in Latvia). Furthermore, the children vary with respect to family background (one or two Russian-speaking parents) as well as the intensity of instruction in the heritage language through complementary schools. Russian has a three-gender system (masculine, feminine, and neuter) with gender cues varying in their transparency, predictability and frequency. The majority languages that these children speak differ widely with respect to the linguistic property studied: While English has no grammatical gender, Latvian and Hebrew both have two-gender systems (feminine and masculine), as well as the Oslo and Tromsø dialects of Norwegian (masculine and neuter), while German has a three-gender system, with a feminine-masculine-neuter distinction, like Russian. However, the transparency of gender assignment varies greatly, with Hebrew and Latvian having predictable gender based on the shape of the noun, like Russian, while gender assignment in Norwegian is generally arbitrary and German is semi-transparent, with gender assignment tendencies rather than rules. The focus in the paper is on language-internal and language-external factors that may be (non-)facilitative for the acquisition of gender in Russian, i.e., possible cross-linguistic influence from the majority language and the importance of background factors, such as family situation, age at start of kindergarten, size of the Russian-speaking community, current exposure to Heritage Russian instruction, and the main language of instruction. Our results show no significant differences across groups with respect to the majority language, but clear effects of background variables, with family type, age, and current exposure to Heritage Russian instruction as the most important ones.</dcterms:abstract>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43613"/>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43613"/>
    <dc:creator>Kupisch, Tanja</dc:creator>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/45"/>
  </rdf:Description>
</rdf:RDF>

Interner Vermerk

xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter

Kontakt
URL der Originalveröffentl.

Prüfdatum der URL

Prüfungsdatum der Dissertation

Finanzierungsart

Kommentar zur Publikation

Allianzlizenz
Corresponding Authors der Uni Konstanz vorhanden
Internationale Co-Autor:innen
Universitätsbibliographie
Ja
Begutachtet
Ja
Diese Publikation teilen