Interdependence between L1 and L2: The case of Syrian children with refugee backgrounds in Canada and the Netherlands

被引：10

作者：

Blom, Elma ^{[1
,2
]}

Soto-Corominas, Adriana ^{[3
]}

Attar, Zahraa ^{[1
]}

Daskalaki, Evangelia ^{[4
]}

Paradis, Johanne ^{[4
]}

机构：

[1] Univ Utrecht, Dept Educ & Pedag, Utrecht, Netherlands

[2] Arctic Univ Norway UiT, Dept Language & Culture, Tromso, Norway

[3] Univ Int Catalunya, Dept Appl Linguist, Barcelona, Spain

[4] Univ Alberta, Dept Linguist, Edmonton, AB, Canada

来源：

APPLIED PSYCHOLINGUISTICS | 2021年 / 42卷 / 05期

基金：

荷兰研究理事会;

关键词：

refugee children; sentence repetition; transfer; Interdependence Hypothesis; L2; exposure; LINGUISTIC INTERDEPENDENCE; BILINGUAL DEVELOPMENT; LANGUAGE-SKILLS; DIFFICULTIES QUESTIONNAIRE; INDIVIDUAL-DIFFERENCES; 2ND-LANGUAGE LEARNERS; COMPARING CHILD; ENGLISH; VOCABULARY; AGE;

D O I：

10.1017/S0142716421000229

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

Children who are refugees become bilingual in circumstances that are often challenging and that can vary across national contexts. We investigated the second language (L2) syntactic skills of Syrian children aged 6-12 living in Canada (n = 56) and the Netherlands (n = 47). Our goal was to establish the impact of the first language (L1 = Syrian Arabic) skills on L2 (English, Dutch) outcomes and whether L1-L2 interdependence is influenced by the length of L2 exposure. To measure L1 and L2 syntactic skills, cross-linguistic Litmus Sentence Repetition Tasks (Litmus-SRTs) were used. Results showed evidence of L1-L2 interdependence, but interdependence may only surface after sufficient L2 exposure. Maternal education level and refugee camp experiences differed between the two samples. Both variables impacted L2 outcomes in the Canadian but not in the Dutch sample, demonstrating the importance to examine refugee children's bilingual language development in different national contexts.

引用

页码：1159 / 1194

页数：36

共 94 条

[81] "Which mouse kissed the frog?" Effects of age of onset, length of exposure, and knowledge of case marking on the comprehension of wh-questions in German-speaking simultaneous and early sequential bilingual children [J].