학령기 이중언어 아동의 두 언어 능숙도와 부모의 L1/L2 사용률 간의 관계
Relationship between Dual Language Skills and Parents’ L1 and L2 Usage in Bilingual Children
- 주제(키워드) 다문화/다언어아동 , 모국어 , 부모 언어사용 , 언어환경 부모 설문지 , CLD(Culturally and Linguistically Diverse) children , mother tongue , parent language usage , parent language environmental questionnaire
- 주제(기타) 교육학, 교과교육학, 외국어교육학
- 설명문(URI) https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART002598387
- 등재 KCI등재
- 발행기관 이중언어학회
- 발행년도 2020
- 총서유형 Journal
- URI http://www.dcollection.net/handler/ewha/000000169967
- 본문언어 한국어
- Published As https://dx.doi.org/10.17296/korbil.2020..79.217
초록/요약
The first language or mother tongue (L1) paves the way for acquiring a second language (L2) as well as developing self-identity in culturally and linguistically diverse children (CLD). This study examines the interrelated issues of language environment and CLD children’s L1 and L2 abilities. In particular, this study focused on the parental use of L1 and L2 and how it affects to CLD’s L1 and L2 in a various situation. Fifteen parents of CLD children using a variety of L1 backgrounds and English as L2 participated in the study. They all went to international schools in Korea. Using the parent’s language environment report (PLEQ; Hong, 2018), L1 and L2 usage were measured by daily activity and communication type. Parents also evaluated their children’s L1 and L2 skills in four areas: speaking, listening, reading, and writing. Based on the reports of the children’s L1 and L2 skills in the parent’s PLEQ, children were classified into the native-like-L1 group, the nonnative-like-L1 group, the native-like-L2 group, and the nonnative-like-L2 group. The results showed that parents of the native-like-L1 group used more L1 than parents of a nonnative-like-L1 group in affectionate communication. Parents in the native-like-L2 group also used more L1 than parents of the nonnative-like-L2 group in academic communication. The study results implicated that the use of L1 in affectionate communication and academic communication may positively affect their perception of children’s L1 and L2 skills.
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