Chapter 3. Methodological considerations in heritage language studies

2020 ◽  
pp. 62-81
Author(s):  
Zoe McManmon
Keyword(s):  
Heritage Language ◽  
Language Studies ◽  
Methodological Considerations

A Psychometric Approach to Heritage Language Studies

2013 ◽  
Vol 10 (2) ◽  
pp. 203-210
Author(s):  
Irina Sekerina
Keyword(s):  
Cognitive Abilities ◽  
Heritage Language ◽  
Critical Factor ◽  
Standardized Assessment ◽  
Dominant Language ◽  
The Core ◽  
Naturally Occurring ◽  
Language Studies ◽  
Ultimate Attainment ◽  
Effect Of Age

The central goal of the heritage language (HL) curriculum is to facilitate ultimate attainment of the language by advanced speakers. However, the field of HL studies faces a problem in how to accurately and efficiently identify and measure weaknesses and strengths of advanced HL speakers on their way to ultimate attainment. So far, only the age of arrival to the country where the dominant language is spoken has been formally investigated as the most critical factor that influences full professional proficiency and ultimate attainment of the HL. The field of HL studies needs to embrace a formal psychometric approach that will allow us to go beyond the effect of age of arrival to uncover contributions of other naturally occurring factors, i.e., genetic, physiological, cognitive, developmental and environmental. At the core of this approach lies a comprehensive standardized assessment of (a) proficiency in HL and (b) general cognitive abilities.

Complexity in Instructed Heritage Language Acquisition

2021 ◽  
Vol 18 (3) ◽  
pp. 1-20
Author(s):  
Julio Torres
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Heritage Language ◽  
Lessons Learned ◽  
Language Experience ◽  
Gender Assignment ◽  
Linguistic Complexity ◽  
Language Studies

Abstract In this article, I reflect on the role of linguistic complexity in instructed heritage language (HL) acquisition by specifically examining morphosyntactic linguistic complexity as it relates to factors such as transparency, saliency, and communicative value. First, I critically evaluate previous proposals on linking formal HL studies to pedagogy by arguing that learning in instructed contexts is a complex task that requires research on a number of variables including linguistic complexity. Second, I summarize the lessons learned in the field of instructed second language acquisition with regard to complexity in additional language learning. Third, by reviewing an empirical study on the development of Spanish gender assignment and agreement in writing, I provide a few arguments for investigating the interplay between linguistic complexity and the prior language experience that HL learners bring into the learning environment. Informed by findings from instructed second language studies, I propose that instructed HL studies also examine how linguistic complexity is potentially interwoven with type of instruction and individual differences.

Understanding heritage languages

2019 ◽  
Vol 23 (1) ◽  
pp. 4-20 ◽  
Author(s):  
Maria Polinsky ◽  
Gregory Scontras
Keyword(s):  
Predictive Model ◽  
Heritage Language ◽  
Current Work ◽  
Online Resources ◽  
Heritage Languages ◽  
Language Competence ◽  
Dominant Language ◽  
Language Studies ◽  
Level Of Understanding

AbstractWith a growing interest in heritage languages from researchers of bilingualism and linguistic theory, the field of heritage-language studies has begun to build on its empirical foundations, moving toward a deeper understanding of the nature of language competence under unbalanced bilingualism. In furtherance of this trend, the current work synthesizes pertinent empirical observations and theoretical claims about vulnerable and robust areas of heritage language competence into early steps toward a model of heritage-language grammar. We highlight two key triggers for deviation from the relevant baseline: the quantity and quality of the input from which the heritage grammar is acquired, and the economy of online resources when operating in a less dominant language. In response to these triggers, we identify three outcomes of deviation in the heritage grammar: an avoidance of ambiguity, a resistance to irregularity, and a shrinking of structure. While we are still a ways away from a level of understanding that allows us to predict those aspects of heritage grammar that will be robust and those that will deviate from the relevant baselines, our hope is that the current work will spur the continued development of a predictive model of heritage language competence.

scholarly journals Current Trends and Emerging Methodologies in Charting Heritage Language Bilingual Grammars

2020 ◽  
Author(s):  
Fatih Bayram ◽  
Jason Rothman ◽  
Grazia Di Pisa ◽  
Roumyana Slabakova
Keyword(s):  
Heritage Language ◽  
Empirical Studies ◽  
Behavioral Data ◽  
Developmental Studies ◽  
Heritage Speakers ◽  
Heritage Speaker ◽  
Current Trends ◽  
Language Studies ◽  
History Of ◽  
Online Methods

This chapter contextualizes the methodological landscape of formal linguistic heritage language studies, with a special emphasis on emerging, innovative trends. The chapter is divided in three parts. Part 1 reviews methodological challenges related to testing heritage speaker knowledge (e.g., modality of testing, issues pertaining to baselines) as well as the history of offline behavioral experimentation that typically compares heritage speakers to monolingual baselines (Montrul 2008, 2016; Polinsky, 2018). We will seek to take stock of what has been robustly studied to date versus where there is welcomed room for further investigation in the near future (e.g. the imbalance between heritage speaker developmental studies in young and older aged children and adolescents versus the highly studied case of competence outcomes in (young) adult ultimate attainment, e.g. Kupisch & Rothman, 2016). Part 2 considers recent trends in heritage language empirical studies adopting online methods (e.g., Villegas, 2014; Kim, Montrul & Yoon, 2015; Jacob, Şafak, Demir, Kırkıcı, 2018), contributing both complementary evidence to the considerably larger behavioral data base that dominates the field as well as some challenges for claims made on this basis of behavioral data alone. Part 3 unpacks the emerging trend focusing on the continuum of differences within heritage speakers themselves, attempting to quantify, reveal and understand correlations of individual experiences (using regression statistical analyses) with access to and engagement with input as well as opportunities for converting input to intake that might shed light on how and why individual grammars take the developmental path and end state they do (Bayram et al., 2017; Lloyd-Smith et al., under review).

Maternal Perception of Infants’ Expressions of Emotion

2010 ◽  
Vol 24 (3) ◽  
pp. 173-185 ◽  
Author(s):  
Martin Krippl ◽  
Stephanie Ast-Scheitenberger ◽  
Ina Bovenschen ◽  
Gottfried Spangler
Keyword(s):  
Response Pattern ◽  
Electrodermal Activity ◽  
Startle Amplitude ◽  
Caregiving System ◽  
Parental Caregiving ◽  
Opponent Process ◽  
Opponent Process Theory ◽  
Valence And Arousal ◽  
Methodological Considerations

In light of Lang’s differentiation of the aversive and the approach system – and assumptions stemming from attachment theory – this study investigates the role of the approach or caregiving system for processing infant emotional stimuli by comparing IAPS pictures, infant pictures, and videos. IAPS pictures, infant pictures, and infant videos of positive, neutral, or negative content were presented to 69 mothers, accompanied by randomized startle probes. The assessment of emotional responses included subjective ratings of valence and arousal, corrugator activity, the startle amplitude, and electrodermal activity. In line with Lang’s original conception, the typical startle response pattern was found for IAPS pictures, whereas no startle modulation was observed for infant pictures. Moreover, the startle amplitudes during negative video scenes depicting crying infants were reduced. The results are discussed with respect to several theoretical and methodological considerations, including Lang’s theory, emotion regulation, opponent process theory, and the parental caregiving system.

Effectiveness of Programs for the Prevention of Child Sexual Abuse

2020 ◽  
Vol 25 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Amaia Del Campo ◽  
Marisalva Fávero
Keyword(s):  
United States ◽  
Sexual Abuse ◽  
New Zealand ◽  
Critical Analysis ◽  
Prevention Programs ◽  
The United States ◽  
Sexual Abuse Prevention ◽  
Negative Effects ◽  
The United Kingdom ◽  
Methodological Considerations

Abstract. During the last decades, several studies have been conducted on the effectiveness of sexual abuse prevention programs implemented in different countries. In this article, we present a review of 70 studies (1981–2017) evaluating prevention programs, conducted mostly in the United States and Canada, although with a considerable presence also in other countries, such as New Zealand and the United Kingdom. The results of these studies, in general, are very promising and encourage us to continue this type of intervention, almost unanimously confirming its effectiveness. Prevention programs encourage children and adolescents to report the abuse experienced and they may help to reduce the trauma of sexual abuse if there are victims among the participants. We also found that some evaluations have not considered the possible negative effects of this type of programs in the event that they are applied inappropriately. Finally, we present some methodological considerations as critical analysis to this type of evaluations.

Sign in / Sign up

Export Citation Format

Share Document