A sociolinguistic perspective on language competency of ´Chinese children in Spain
DOI:
https://doi.org/10.37467/revhuman.v11.4198Keywords:
Acquisition, Teaching, Second language, Chinese, SpanishAbstract
As second generation immigrants, children of Chinese origin in Spain confront a complicated linguistic setting. The objective of this comparative sociolinguistic research, with the participation of 160 children of Chinese origin, is to analyze their sociolinguistic situation in Malaga (Spain), including both external and internal factors (i.e., socio-economic status, education level, language attitudes, identity, motivations, etc.) that affect their linguistic competency and learning. Our methodology is based on quantitative and qualitative data from questionnaires, observations, tests and interviews to explain the linguistic patterns of immigrant children. Tests were completed also by 40 Spanish children and by 40 native Chinese children.
References
Bernstein, B. (1973). Class, codes and control. Routledge & Kegan Paul.
Bohman, T. M., Bedore, L. M., Pena, E. D., Méndez-Pérez, A., & Gillam, R. B. (2010). What you hear and what you say: Language performance in Spanish-English bilinguals. International Journal of Bilingual Education and Bilingualism, 13, 325–344. http://doi.org/10.1080/13670050903342019
Bryant, P. E., Maclean, M., & Bradley, L. L. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Development Psychology, 26, 429-438.
Carranza, M. (1982). Attitudinal research on Hispanic language varieties. In E. B. Ryan, & H. Giles (Eds.). Attitudes towards language variation, (pp. 63-83). Edward Arnold.
Corttazzi, M. & Jin, L. (2006). Changing practices in Chinese cultures of learning. Language, Cultures and Curriculum, 19(1), 5-20.
Cummins, J. (1994). The acquisition of English as a second language. In K. Spangenberg-Urbschat, & R. Pritchard (Eds.), Reading instruction for ESL students (pp. 36-62). International Reading Association.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.
Díaz-Aguado, M. J. (2005). Por qué se produce la violencia escolar y cómo prevenirla. Revista Iberoamericana de Educación, 37(1), 17–47.
Dörnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford University Press.
Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty, & M. H. Long (Eds.). The handbook of second language acquisition (pp. 589-630). Blackwell.
Duncan, G. J., Brooks-Gunn, J., & Klebanov, P. K. (1994). Economic deprivation and early childhood development. Child Development, 65, 296–318.
Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
Entwisle, D. R., & Astone, N. M. (1994). Some practical guidelines for measuring youth’s race/ethnicity and socioeconomic status. Child Development, 1521–1540.
Giles, H., & Byrne, J. (1982). An intergroup approach to second language acquisition. Journal of Multilingual and Multicultural Development, 3, 17-40.
Ginsborg, J. (2016). The effects of socio-economic status on children’s language acquisition and use. In J. Clegg, & J.Ginsborg (Eds.). Language and social disadvantage: Theory into practice (pp. 9-27). John Wiley & Sons,Ltd.
Hampton, S., Ekboir, J. M., & Rochin, R. I. (1995). The performance of Latinos in rural public schools: A comparative analysis of test scores in grades 3, 6, and 12. Hispanic Journal of Behavioral Science, 17(4), 480-498.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H.Brookes Publishing Co.
Hoff-Ginsberg, E. (1998). The relation of birth order and socioeconomic status to children’s language experience and language development. Applied Psycholinguistics, 19(4), 603-629.
Hoff, E. (2003). Causes and consequences of SES-related differences in parent-to-child speech. In M. H. Bornstein, & R. H. Bradley (Eds.). Socioeconomic status, parenting, and child development (pp. 147–160). Lawrence Erlbaum Associates.
International Organization for Migration (IOM) (2022). World migration report.
Krashen, S. D. (1981). Second language acquisition and second language learning. Pergamon.
Krashen, S. D. (1985). The input hypothesis: issues and implications. Longman.
Labov, W. (1966). The linguistic variable as a structural unit. Washington Linguistic Review, 3, 4-22.
Márquez, G. M. (2014). Distancia lingüística, a nivel fonético-fonológico entre las lenguas china y española. Philologia Hispalensis, 28(1), 51–68.
Morales, P. S. (2009). Enseñanza y evaluación de la pronunciación de ELE en alumnos chinos. Revista Electrónica de Didáctica ELE, 17, 497–503.
Moreno Fernández, F. (1998). Principios de sociolingüística y sociología del lenguaje. Ariel.
Ochs, E. (1993). Constructing social identity: a language socialization perspective. Research on Language and Social Interaction, 26(3), 287-306.
Parks, P. L., & Smeriglio, V. L. (1986). Relationships among parenting knowledge, quality of stimulation in the home and infant development. Family Relations, 35, 411–416.
Pearson, B. Z. (2007). Social factors in childhood bilingualism in the United States. Applied Psycholin-guistics, 28, 399–410.
Pérez Villafañe, E. (2009). De china a españa: estrategias del aprendizaje del alumno chino en ambos contextos y posibles aportaciones del profesor hispano. Un breve estudio de casos. https://marcoele.com/descargas/china/perez_estudiodecasos.pdf
Romero, T. (2021, October 21). Registered foreigners from Asia living in Spain 2021, by country. Statista. https://www.statista.com/statistics/1187402/registered-asian-foreigners-living-in-spain-by-country/
Rowe, M. L., & Goldin-Meadow, S. (2009). Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science, 323, 951-951.
Shum, G., Vázquez, D., & Hu, D. Y. (2013). Study on second language acquisition of Chinese students in Spain. Sociological Study, 4, 67–70.
Soprano, A. M. (2011). Cómo evaluar el lenguaje en niños y adolescentes. Paidós Argentina.
Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
Sun, H., & Yin, B. (2018). Differential effects of internal and external factors in early bilingual vocabulary learning: The case of Singapore. Applied Psycholinguistics, 39 (2), 383-411.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass S., & C. Madden (Eds.), Input in second language acquisition (pp. 147–160). Newbury House.
Swain, M. (1993). The output hypothesis: Just speaking and writing aren’t enough. The Canadian Modern Language Review, 50, 158 –164.
Tapia López, F. J. (2011). La enseñanza de léxico a estudiantes chinos: Criterios para el análisis del tratamiento del léxico en manuales de E/LE (Master’s Thesis, Universidad de Barcelona). http://www.sinoele.org/images/Revista/3/iiijornadasp_lopez_y_boada.pdf
Tizard, B., & Hughes, M. (1984). Young children learning: talking and thinking at home and at school. Fontana.
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 2, 192-212.
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org
