<i>Ich brauche mix-cough</i>: cross-linguistic influence involving German, English and Farsi

Kazzazi, Kerstin

doi:10.1080/14790711003671879

Cited by 18 publications

(18 citation statements)

References 27 publications

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“…They found that the community language not being a native language of either parent was an important factor in parents being able to promote the two home languages, and thus active trilingualism. A case study by Kazzazi (2007Kazzazi ( , 2011) supports these findings. The family in this study lived in Germany and the parents followed the one person, one language strategy, the mother speaking English to the children and the father Farsi.…”

Section: Motivation For Young Children To Speak Another Languagesupporting

confidence: 70%

“…The context of language acquisition was analysed in order to identify the most salient reasons for the levels of active trilingualism of each child (research question 3). The factors explored were based on previous findings from both bilingual (Döpke, 1992;Lanza, 2004) and trilingual language acquisition research (Barnes, 2006(Barnes, , 2011Barron-Hauwert, 2000;Braun and Cline, 2010;Cruz-Ferreira, 2006;De Houwer, 2004;Dewaele, 2000Dewaele, , 2007Kazzazi, 2007Kazzazi, , 2011Maneva, 2004;Montanari, 2005;Quay, 2001Quay, , 2008Wang, 2008).…”

Section: Resultsmentioning

confidence: 99%

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Active trilingualism in early childhood: the motivating role of caregivers in interaction

Chevalier

2012

International Journal of Multilingualism

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The present paper is concerned with the language development of two young children from two different families growing up exposed to three languages. The children live in Switzerland and have been exposed to English, French and Swiss German from infancy. The focus is on the children's production of these languages, and the contextual and affective factors which have influenced their levels of active trilingualism. The method consists of two longitudinal case studies. Monthly recordings were made by each caregiver (mother, father and third caregiver) in dyadic interactions with the children from ages 2;1 to 3;1. It was found that one child had a high level of active trilingualism, speaking the language of the caregiver with that caregiver over 90% of the time (measured in utterances). By contrast, the other child had a low level of active trilingualism. An analysis of the children's language exposure, such as the position of the community language in the home, the variety of exposure, the interactional style of the caregivers, and the prestige of the languages involved indicates the importance of motivation, largely influenced by the caregivers in interaction, in explaining the children's different levels of active trilingualism. Active trilingualism in early childhood: The motivating role of caregivers in interactionThe present paper is concerned with the language development of two young children from two different families growing up exposed to three languages. The children live in Switzerland and have been exposed to English, French and Swiss German from infancy. The focus is on the children's production of these languages, and the contextual and affective factors which have influenced their levels of active trilingualism. The method consists of two longitudinal case studies. Monthly recordings were made by each caregiver (mother, father, and third caregiver) in dyadic interactions with the children from ages 2;1-3;1. It was found that one child had a high level of active trilingualism, speaking the language of the caregiver with that caregiver over 90% of the time (measured in utterances). By contrast, the other child had a low level of active trilingualism. An analysis of the children's language exposure, such as the position of the community language in the home, the variety of exposure, the interactional style of the caregivers, and the prestige of the languages involved indicates the importance of motivation, largely influenced by the caregivers in interaction, in explaining the children's different levels of active trilingualism.

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Section: Motivation For Young Children To Speak Another Languagesupporting

confidence: 70%

Section: Resultsmentioning

confidence: 99%

Active trilingualism in early childhood: the motivating role of caregivers in interaction

Chevalier

2012

International Journal of Multilingualism

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“…Chevalier found that while one child was productive in all three languages from the start of the study, the second child understood the two minority languages but spoke predominantly the community language (Swiss German). Other case studies on specific aspects of early trilingual development also indicate either success (Barnes, 2006;Wang, 2008) or failure (Kazzazi, 2011;Stavans & Swisher, 2006) in achieving productive trilingualism. In sum, currently, it is not clear what leads some children but not others to develop and become productive in different languages early on, especially when exposure to the three languages is available and somewhat balanced.…”

Section: Introductionmentioning

confidence: 99%

“…Unlike BFLA, the study of early trilingualism has not received much attention, at least until very recently, and research on the simultaneous development of three languages is literally in its infancy (Barnes, 2011;Chevalier, 2011;Kazzazi, 2011;Montanari, 2009aMontanari, , 2009bMontanari, , 2010Montanari, , 2011aQuay, 2001Quay, , 2008Quay, , 2011b. Most studies on trilingualism deal indeed with the acquisition of a third language later in childhood (such as through schooling), or with the role bilingualism plays when acquiring a third language (see Cenoz, 2003, Cenoz & Hoffman, 2003, and Stavans & Swisher, 2006, to name a few).…”

Section: Introductionmentioning

confidence: 99%

“…Studies on Trilingual First Language Acquisition (TFLA), that is, on the development of three languages from birth, are either very little systematic in how they report input characteristics, data collection, analyses, etc. (see Quay, 2001, and Hoffman, 2001, for a review); they often amount to a few case studies that explore specific themes such as cross-linguistic influence (Kazzazi, 2011), code-switching after age three (Edwards & Dewaele, 2007;Hoffmann & Stavans, 2007;Stavans & Muchnik, 2008;Stavans & Swisher, 2006), or the relationship between input and development in one language (Barnes, 2006;; or they are anecdotal reports of individual cases of trilingual acquisition at times addressed to the general public (Maneva, 2004;Wang, 2008). In sum, systematic, longitudinal analyses of early trilingualism are scarce.…”

Section: Introductionmentioning

confidence: 99%

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Productive Trilingualism in Infancy: What Makes it Possible?

Montanari¹

2013

WJEL

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This article summarizes the results of a case study on the development of three languages in a child exposed to Tagalog, Spanish, and English from birth. The paper brings together findings from phonology, lexicon, word order, and language choice, providing a detailed picture of the emergence of the four components of three languages in infancy. The paper further explores the possible mechanisms upon which multiple language representations could be built, and then, it examines what characteristics of the environment and of the individual child might lead to the development and active use of three languages in infancy. The results suggest that the build-up of multiple language systems might follow naturally from trilingual exposure; yet, factors such as quantity and quality of language exposure, linguistic relatedness among languages, the child's personality, and the nature of the social context may dramatically influence trilingual competence in infancy and early childhood.

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„Ja sam ti ono pola-pola, wie das Gericht beim Kroaten“: Sprachidentität und -struktur der zweiten Generation ex-jugoslawischer Migrantennachkommen in Deutschland

Romić¹

2015

Migration – Religion – Identität. Aspekte Transkultureller Prozesse

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Ich brauche mix-cough: cross-linguistic influence involving German, English and Farsi

Cited by 18 publications

References 27 publications

Active trilingualism in early childhood: the motivating role of caregivers in interaction

Active trilingualism in early childhood: the motivating role of caregivers in interaction

Productive Trilingualism in Infancy: What Makes it Possible?

„Ja sam ti ono pola-pola, wie das Gericht beim Kroaten“: Sprachidentität und -struktur der zweiten Generation ex-jugoslawischer Migrantennachkommen in Deutschland

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