The impact of family and media on L2 development in early childhood in a multilingual society: The case of the Seychelles
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Olga Klymenko
Abstract
As multilingualism is increasingly becoming the norm in the globalized world of today, second language inquiry is taking ethnographic and sociolinguistic perspectives, focusing on how cultural and societal practices contribute to shaping second language competences. One theme of this research explores the extent of impact on second language development from traditionally identified leading influences, such as family, and recently emerged ones, such as media. This study contributes cross-linguistic and cross-cultural insights into second language theory by comparing the role of family and media in the naturalistic pre-instructional acquisition of English in children of 4-5 years of age in the multilingual Republic of Seychelles. Parent-reported data on the use of English and exposure to media in the family are used as independent variables to examine the children’s measured level of English lexico-grammatical proficiency. Qualitatively and quantitatively processed data is used to define the average daily length and specific situations of family English and media use by children at home, as well as the extent that the above parameters’ influence the children’s demonstrated English ability. While the study reveals a positive correlation between family English and English proficiency in the sample, no such correlation is established for media exposure. Although the above results may be moderated by a longitudinal study or by the inclusion of more factors of influence, the observed trends may be indicative of the age-specific hierarchy of influences in additional language acquisition. Further on, when considered in the socio-cultural settings of the Seychelles, the ecological acquisition of English as a second language proves to be influenced by its current global status.
Abstract
As multilingualism is increasingly becoming the norm in the globalized world of today, second language inquiry is taking ethnographic and sociolinguistic perspectives, focusing on how cultural and societal practices contribute to shaping second language competences. One theme of this research explores the extent of impact on second language development from traditionally identified leading influences, such as family, and recently emerged ones, such as media. This study contributes cross-linguistic and cross-cultural insights into second language theory by comparing the role of family and media in the naturalistic pre-instructional acquisition of English in children of 4-5 years of age in the multilingual Republic of Seychelles. Parent-reported data on the use of English and exposure to media in the family are used as independent variables to examine the children’s measured level of English lexico-grammatical proficiency. Qualitatively and quantitatively processed data is used to define the average daily length and specific situations of family English and media use by children at home, as well as the extent that the above parameters’ influence the children’s demonstrated English ability. While the study reveals a positive correlation between family English and English proficiency in the sample, no such correlation is established for media exposure. Although the above results may be moderated by a longitudinal study or by the inclusion of more factors of influence, the observed trends may be indicative of the age-specific hierarchy of influences in additional language acquisition. Further on, when considered in the socio-cultural settings of the Seychelles, the ecological acquisition of English as a second language proves to be influenced by its current global status.
Chapters in this book
- Frontmatter I
- Acknowledgements V
- Contents VII
- Setting the scene: Informal language learning and socialization in additional languages 1
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Part I: Informal language learning in private contexts
- The impact of family and media on L2 development in early childhood in a multilingual society: The case of the Seychelles 19
- ELF and other languages in the family: Portraying multilingual repertoires at dinner tables across Europe 51
- Dynamic language repertoires: The case of an Italian-Turkish couple in Istanbul 87
- A multimodal perspective on communicative competence in multilingual Afro-Surinamese speaker communities 111
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Part II: Informal language learning in public contexts
- Communicative competence in the virtual breathing space: Minoritized language learning in social media 149
- Researching the benefits of integrating language and museum education on students’ linguistic, cognitive, affective, and intercultural development 171
- Bringing the outside in: Attitudes towards multilingual competence in Zambia and Tanzania 199
- Student teachers’ attitudes toward translanguaging in formal learning vis-à-vis informal interaction: A survey of a university in Kenya 231
- About the contributors 261
- Index of subjects 265
Chapters in this book
- Frontmatter I
- Acknowledgements V
- Contents VII
- Setting the scene: Informal language learning and socialization in additional languages 1
-
Part I: Informal language learning in private contexts
- The impact of family and media on L2 development in early childhood in a multilingual society: The case of the Seychelles 19
- ELF and other languages in the family: Portraying multilingual repertoires at dinner tables across Europe 51
- Dynamic language repertoires: The case of an Italian-Turkish couple in Istanbul 87
- A multimodal perspective on communicative competence in multilingual Afro-Surinamese speaker communities 111
-
Part II: Informal language learning in public contexts
- Communicative competence in the virtual breathing space: Minoritized language learning in social media 149
- Researching the benefits of integrating language and museum education on students’ linguistic, cognitive, affective, and intercultural development 171
- Bringing the outside in: Attitudes towards multilingual competence in Zambia and Tanzania 199
- Student teachers’ attitudes toward translanguaging in formal learning vis-à-vis informal interaction: A survey of a university in Kenya 231
- About the contributors 261
- Index of subjects 265
