Acquisition, Attrition, and Revitalization of Hebrew in Immigrant Children

Kaufman, Dorit

doi:10.1007/1-4020-7911-7_29

Cited by 12 publications

(12 citation statements)

References 29 publications

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“…These components tend to vary from one language community to another. In most situations, the extent of knowledge of the heritage language is likely to be related to a complex interaction of many factors, and the same family-related factors that promote intergenerational language transmission in one group may lead to language shift in other ethnolinguistic groups (Kaufman, 2004;Kloss, 1966;Spolsky, 2004). It is important, therefore, to examine each ethnolinguistic group individually.…”

Section: Introductionmentioning

confidence: 97%

“…Nevertheless, with linguistic input, even if limited, it continues to develop. Second, simultaneously with these processes, enhanced input of L2 as a socially dominant language usually ''defeats'' the child's home language even in families and communities that are strongly motivated to preserve it (Kaufman, 2004;Seville-Troike, 2000). Finally, the acquisition, development and maintenance of L1 across generations are encouraged and stimulated by family efforts to transmit its written form (Baker, 1993;Cummins, 2000;Seville-Troike, 2000).…”

Section: Introductionmentioning

confidence: 98%

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Exploring the Relationship between Family Language Policy and Heritage Language Knowledge Among Second Generation Russian–Jewish Immigrants in Israel

Schwartz

2008

Journal of Multilingual and Multicultural Development

151

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The family unit and home domain have been and remain important in heritage language maintenance efforts. There are complex relationships between parental language attitudes, their application in everyday language management activities and the children's knowledge of home language vocabulary. The present large-scale study examined the family policy factors affecting first language (L1) maintenance among second generation Russian Á Jewish immigrants in Israel in light of Spolsky's (2004) model of language policy. Participants in the study were 70 Russian Á Hebrewspeaking children with a mean age of 7,2 (years, months). After investigating the factors that influence Russian vocabulary knowledge, I constructed a composite measure of Russian lexical knowledge. In addition, structured questionnaires for parents and children were developed to collect data on language policy at home. The results attest to the crucial role of teaching literate L1 in both family and non-formal educational settings and to the children's positive approach toward home language acquisition. A range of non-linguistic factors (demographic, social and cultural) creates a favourable background for the survival of the heritage language among emigrants. At the same time, the data reveal inconsistencies in language policy at home and a tendency toward the co-existence of the first and second languages.

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Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 98%

Exploring the Relationship between Family Language Policy and Heritage Language Knowledge Among Second Generation Russian–Jewish Immigrants in Israel

Schwartz

2008

Journal of Multilingual and Multicultural Development

151

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“…In most cases, the extent of conveying knowledge about language heritage is probably related to a complex of several factors. The same family-related factors, which promote language transmission between generations within one group, can lead to changes in language in other ethno-linguistic groups (Kaufman 2004). …”

Section: School Environment Attitudes and Responsibility In The Learmentioning

confidence: 98%

“…For a child born in a host country, the inherent acquisition of language has remained insecure and in an unfinished stage (Kaufman 2004). Nevertheless, with the help of linguistic input, even if limited, the development continues.…”

Section: School Environment Attitudes and Responsibility In The Learmentioning

confidence: 99%

Development Perspectives for Minority Languages in Estonian Separated Language Environments

Küün¹

2010

Trames

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According to the database of the population census from the year 2000 (Eesti … 2000), there are representatives of 142 ethnic groups living in Estonia, speaking a total of 109 native languages. At the same time, the database does not state which languages are spoken at home. The material presented in this article belongs to the research topic "Home Language of Basic School Students in Tallinn" from years 2007-2008. The goal of this project in Estonia was to determine what languages are spoken by students from the 2nd to the 5th year of basic school at their home in Tallinn, the capital of Estonia. At the same time, this problem was also studied in other segregated regions of Estonia: Kohtla-Järve and Maardu. It was determined what language is dominating in everyday use, what are the factors for choosing the language for communication, what are the preferred languages and language skills. This study reflects the actual trends of the language situation in these cities.

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“…Within the broader theoretical context, the U-shaped model might be related to the phenomenon of L1 revitalization among immigrant or second-generation children, which occurs during re-immersion in L1 contexts. These include extended summer visits to the homeland, contact with new waves of temporary residents and immigrants from the country of origin, and immersion in the academic settings of L1-dominant supplementary and day schools (Kaufman, 2004). Up to now, little attention has been given to the complex interaction between the concurrent processes of acquisition, attrition, and revitalization of L1 within the immigrant family context.…”

Section: Mixing Facts and Expectations: Parents' Perception Of The Trmentioning

confidence: 99%

Parents' Discourses About Language Strategies for Their Children's Preschool Bilingual Development

Schwartz

Moin

Leikin

2011

Diaspora, Indigenous, and Minority Education

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Acquisition, Attrition, and Revitalization of Hebrew in Immigrant Children

Cited by 12 publications

References 29 publications

Exploring the Relationship between Family Language Policy and Heritage Language Knowledge Among Second Generation Russian–Jewish Immigrants in Israel

Exploring the Relationship between Family Language Policy and Heritage Language Knowledge Among Second Generation Russian–Jewish Immigrants in Israel

Development Perspectives for Minority Languages in Estonian Separated Language Environments

Parents' Discourses About Language Strategies for Their Children's Preschool Bilingual Development

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