Quebec-based parents' concerns regarding their children's multilingual development.

IF 2 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Multilingualism Pub Date : 2024-01-01 Epub Date: 2023-03-16 DOI:10.1080/14790718.2023.2184475

Erin Quirk, Melanie Brouillard, Alexa Ahooja, Susan Ballinger, Linda Polka, Krista Byers-Heinlein, Ruth Kircher

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Abstract

Many parents express concerns for their children's multilingual development, yet little is known about the nature and strength of these concerns - especially among parents in multilingual societies. This pre-registered, questionnaire-based study addresses this gap by examining the concerns of 821 Quebec-based parents raising infants and toddlers aged 0-4 years with multiple languages in the home. Factor analysis of parents' Likert-scale responses revealed that parents had (1) concerns regarding the effect of children's multilingualism on their cognition, and (2) concerns regarding children's exposure to and attainment of fluency in their languages. Concern strength was moderate to weak, and cognition concerns were weaker than exposure-fluency concerns. Transmission of a heritage language, transmission of three or more languages, presence of developmental issues, and less positive parental attitudes towards childhood multilingualism were associated with stronger concerns. These findings have both theoretical and practical implications: they advance our understanding of parental concerns and facilitate the development of support for multilingual families.

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魁北克父母对孩子多语言发展的担忧

许多父母都对孩子的多语言发展表示担忧，但对这些担忧的性质和强度却知之甚少，尤其是在多语言社会中的父母。这项预先登记、基于问卷的研究通过考察 821 位在魁北克抚养 0-4 岁婴幼儿并在家中使用多种语言的父母的担忧，填补了这一空白。对家长的李克特量表回答进行的因素分析表明，家长（1）担心儿童使用多种语言对其认知能力的影响，（2）担心儿童接触和掌握其语言的流利程度。这种担忧的强度为中度到弱度，对认知的担忧弱于对语言接触和语言流利性的担忧。传承一种遗产语言、传承三种或三种以上语言、存在发育问题以及父母对儿童使用多种语言的态度不那么积极，都与更强烈的担忧有关。这些研究结果既有理论意义，也有现实意义：它们加深了我们对家长关注问题的理解，有助于为多语言家庭提供支持。

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来源期刊

International Journal of Multilingualism Multiple-

CiteScore

6.10

自引率

8.70%

发文量

期刊介绍： The aim of the International Journal of Multilingualism (IJM) is to foster, present and spread research focused on psycholinguistic, sociolinguistic and educational aspects of multilingual acquisition and multilingualism. The journal is interdisciplinary and seeks to go beyond bilingualism and second language acquisition by developing the understanding of the specific characteristics of acquiring, processing and using more than two languages. The International Journal of Multilingualism (IJM) provides a forum wherein academics, researchers and practitioners may read and publish high-quality, original and state-of-the-art papers describing theoretical and empirical aspects that can contribute to advance our understanding of multilingualism.Topics of interest to IJM include, but are not limited to the following: early trilingualism, multilingual competence, foreign language learning within bilingual education, multilingual literacy, multilingual identity, metalinguistic awareness in multilinguals, multilingual representations in the mind or language use in multilingual communities. The editors encourage the submission of high quality papers on these areas as well as on other topics relevant to the interest of the International Journal Multilingualism (IJM). Reviews of important, up-to-date, relevant publications and proposals for special issues on relevant topics are also welcome.