Family language policies, reported language use and proficiency in Russian – Hebrew bilingual children in Israel

Altman, Carmit; Feldman, Zhanna; Yitzhaki, Dafna; Lotem, Sharon Armon; Walters, Joel

doi:10.1080/01434632.2013.852561

Cited by 106 publications

(44 citation statements)

References 32 publications

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“…Research scrutinizing language policy seems to dominate, at least from the data that I have collected. It shows how important it is for the nationwide interests even though it has also been coming to reach a small scope of family recently such as conducted by Schwartz et al (2011), Li andRen (2013), and Altman et al (2014).…”

Section: Lessons To Learn: a Stepping Stone To The Future Of Indonesimentioning

confidence: 99%

“…To examine attitude towards bilingual policy, the researchers have utilized questionnaires most frequently in such an attempt to find more effective and efficient way of data collection (Yunusa and Gan, 2011;Yitzhaki, 2011). In contrast, to get a closer look at how language attitude works, Sisamouth and Lahn (2015), Nguyen and Hamid (2016), Schwartz et al (2011), and Altman et al (2014) have chosen interviews as the relevant method with relatively smaller number of participants. Using interviews, they could do an indepth exploration towards the phenomena being observed as well as conduct more qualitative analysis to provide an adequate explanation of the findings.…”

Section: Lessons To Learn: a Stepping Stone To The Future Of Indonesimentioning

confidence: 99%

“…Collecting data from 466 Jews and Arabic college students, his findings interestingly indicated a clear hierarchical domain of use, as well as a tendency, among Jewish respondents to favor a multilingual policy over a Hebrew-Arabic bilingual policy (Ibid.). Both Altman et al (2014) and Yitzhaki (2011) suggested a fundamental property of bilingual policy was either within a family domain or nationwide.…”

Section: Bilingualism In Other Parts Of Asiamentioning

confidence: 99%

“…These works studied bilingual preschool language development in bilingual education. On the other hand, Altman, Feldman, Yitzhaki, Lotem, Walters (2014), and Yitzhaki (2011) sought insights from a sociolinguistic viewpoint.…”

Section: Bilingualism In Other Parts Of Asiamentioning

confidence: 99%

“…Altman et al (2014) studied the relationship between FLP and other variables-such as language choice, use, and proficiency in Russian and Hebrew-from 65 Russian-speaking immigrant parents and their bilingual preschool children. His goal was to basically see how the Russian language maintenance was related to FLP.…”

Section: Bilingualism In Other Parts Of Asiamentioning

confidence: 99%

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A Close Look at Bilingualism Research in Asia

Zen

2017

Indonesian J. Appl. Linguist

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Asia is a 'homeland' for bilingualism research in regards to its diversity. It is considered as a vivid research site where there is significant growth of academic areas of exploration. Yet, there are very few scientific attempts to map bilingualism research in an Asian context so far. Thus, I bring the idea of mapping previous works through this literature study by specifically scrutinizing (a) bilingualism research in Southeast Asia, (b) bilingualism research in other parts of Asia, and (c) lessons to learn as a stepping stone to define the future of Indonesian bilingualism. The general data mapping I have explored includes Southeast Asian countries (Malaysia, Singapore, Indonesia, Thailand, and Vietnam) and other parts of Asia (China, India, Israel, and Kazakhstan. The findings from the 33 previous works can be considered as empirical evidence that I will use to portray the research trends in Asia's bilingualism. The trends show that 19 (55%) works have approached bilingual data from sociolinguistics perspective, whereas the other 14 (45%) have framed their analysis under psycholinguistic approach. Based on the methodological concerns from these works, I propose two major areas of exploration: Family Language Policy (FLP) and trilingual acquisition. FLP in Indonesian is a promising ground, as it brings together issues in language maintenance and shift that instigate a wider aspect of investigation; these aspects include bilingual language dominance, cross language influence, and so forth. Trilingual acquisition, the situation most Indonesian children are growing with, has a potentially significant impact on education, especially where a language curriculum is carefully planned and implemented. In conclusion, this mapping will hopefully shed a light on how bilingualism has academically been very appealing and will continue to fascinate more researchers.

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Section: Lessons To Learn: a Stepping Stone To The Future Of Indonesimentioning

confidence: 99%

Section: Lessons To Learn: a Stepping Stone To The Future Of Indonesimentioning

confidence: 99%

Section: Bilingualism In Other Parts Of Asiamentioning

confidence: 99%

Section: Bilingualism In Other Parts Of Asiamentioning

confidence: 99%

Section: Bilingualism In Other Parts Of Asiamentioning

confidence: 99%

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A Close Look at Bilingualism Research in Asia

Zen

2017

Indonesian J. Appl. Linguist

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Hebrew–Russian Bilingual Children's Early Literacy Skills: The Roles of the Home Literacy Environment and Mothers' Writing Support

Minkov,

Aram

2024

Reading Research Quarterly

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Today, many children worldwide grow up in bilingual or multilingual families. This study explores early literacy development in Russian–Hebrew bilingual families in Israel. It studies the contribution of the home literacy environment (HLE), the language of communication, and the nature of the maternal writing support in Hebrew and Russian, to children's early literacy skills in the two languages. Participants were 61 Israeli children (4–6 years old) and their mothers. The mothers completed questionnaires about home literacy activities in both languages and were videotaped while supporting their child in writing a list of eight words in Hebrew and Russian. Children's early literacy skills (phonological awareness, letter knowledge, and word recognition) were assessed in both languages. Results showed that mothers adjusted their writing support not only to the child's skills but also to the particular orthography. The HLE and aspects of mothers' writing support predicted their children's early literacy skills, not only within each language but also in cross‐language models. The literacy activities provided at home and the nature of mothers' support seem to link to the children's literacy outcomes. The results stress the importance of parents' explicit efforts to support children's early literacy skills in both heritage and societal languages.

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