By Suzanne Barron-Hauwaert
Taking a special standpoint to standard case stories on one bilingual baby, this publication discusses the full relatives and the realities of lifestyles with or extra teenagers and languages. What will we learn about the language styles of youngsters in a turning out to be and evolving bilingual relatives? Which languages do the siblings like to communicate to one another? Do the standards of beginning order, character or kin dimension have an effect on language use? This e-book unveils the truth in the back of lifestyles with bilingual siblings.
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Extra resources for Bilingual Siblings: Language Use in Families
Some of the parents blamed the older sibling for bringing more of the majority (Japanese) language into the house, and thought it was a disadvantage to have a two or more children. Masayo also considered the role of the peer group important, and noted that having local (Japanese) friends might lower the chance of the bilingual children speaking English, or any other minority language. Most of the siblings chose Japanese as their preferred language of communication together. For children talking directly to their sibling, nearly 50% of their speech was in Japanese, while around 45% preferred to mix, and only a small number of sibling sets used English exclusively.
The book reports specifically on their three children's linguistic experiences of moving from elementary school to high school, and going through adolescence. Stephen Caldas gives a particular insight into the adolescent bilingual child's mind. Pleasing the parents by being bilingual was a strong motivating factor when the children were young, but it did not carry much weight with adolescents. In American high school, French suddenly became 'uncool' as the children became teenagers. Even though they spent all their summers in a French-speaking environment in Canada, the children felt more attached to their American peers and lifestyle.
Eve commented, content is transposed almost exactly and older siblings adapted almost the exact voice of the teacher, using her expressions, accent and intonations. (Gregory, 2004: 317) The older child was able to practice being the teacher, and the younger child was able to practice in a safe environment away from the pressure of school. The school roleplaying game was taken very seriously in the Bangladeshi homes, where dual literacy was highly valued. Victoria Obied: Supportive and unsupportive families in Portugal Victoria Obied, from Goldsmiths College in London, examined the biliteracy of four sets of siblings in Portugal and how the siblings supported the other's language use.
Bilingual Siblings: Language Use in Families by Suzanne Barron-Hauwaert