Differences in pragmatic skills between bilingual Turkish immigrant children in the Netherlands and monolingual peers

Research output: Contribution to journalArticleScientificpeer-review

11 Downloads (Pure)

Abstract

In bilingualism studies, comparing the competence of mono- and bilingual speakers is common, but it comes with certain limitations. In immigration contexts, many studies concentrate on the skills of immigrant pupils in the mainstream language. In order to account for educational underachievement of minority children, gaps in their language development are often documented by comparing mainstream pupils with immigrant children. Competence in the first language (L1), on the other hand, receives very little attention, despite the fact that it is often assumed that L1 competence has an impact on second language acquisition. Here, we present the findings of an empirical study that compared bilingual Turkish immigrant children (n = 30) in the Netherlands with monolingual Turkish peers (n = 30) in Turkey. Contrary to most other such studies, we focus on the development of socio-pragmatic skills. The evidence shows that, from the viewpoint of monolingual conventions, the immigrant children lag behind in their command of these skills. Also after controlling for socioeconomic status, bilingual Turkish immigrant children display much lower knowledge of the socio-pragmatic skills than monolingual Turkish children. The causes of this difference can be attributed to the limited Turkish input in the immigration context.
Original languageEnglish
Pages (from-to)817-830
Number of pages14
JournalInternational Journal of Bilingualism
Volume23
Issue number4
DOIs
Publication statusPublished - 2017

Fingerprint

pragmatics
Netherlands
immigrant
pupil
immigration
language
multilingualism
language acquisition
Immigrant children
Peers
The Netherlands
social status
Turkey
minority
cause
evidence
Immigration
Sociopragmatics
Pupil
Language

Keywords

  • Bilingualism
  • Language development
  • Pragmatic Skills
  • Turkish immigrant children
  • LINGUISTIC INTERDEPENDENCE
  • LEXICAL KNOWLEDGE
  • LANGUAGE
  • CONTEXT

Cite this

@article{5bdd4f6b4e934c1db00faafaf5ed21d0,
title = "Differences in pragmatic skills between bilingual Turkish immigrant children in the Netherlands and monolingual peers",
abstract = "In bilingualism studies, comparing the competence of mono- and bilingual speakers is common, but it comes with certain limitations. In immigration contexts, many studies concentrate on the skills of immigrant pupils in the mainstream language. In order to account for educational underachievement of minority children, gaps in their language development are often documented by comparing mainstream pupils with immigrant children. Competence in the first language (L1), on the other hand, receives very little attention, despite the fact that it is often assumed that L1 competence has an impact on second language acquisition. Here, we present the findings of an empirical study that compared bilingual Turkish immigrant children (n = 30) in the Netherlands with monolingual Turkish peers (n = 30) in Turkey. Contrary to most other such studies, we focus on the development of socio-pragmatic skills. The evidence shows that, from the viewpoint of monolingual conventions, the immigrant children lag behind in their command of these skills. Also after controlling for socioeconomic status, bilingual Turkish immigrant children display much lower knowledge of the socio-pragmatic skills than monolingual Turkish children. The causes of this difference can be attributed to the limited Turkish input in the immigration context.",
keywords = "Bilingualism, Language development, Pragmatic Skills, Turkish immigrant children, LINGUISTIC INTERDEPENDENCE, LEXICAL KNOWLEDGE, LANGUAGE, CONTEXT",
author = "Albert Backus and Kutlay Yagmur",
year = "2017",
doi = "10.1177/1367006917703455",
language = "English",
volume = "23",
pages = "817--830",
journal = "International Journal of Bilingualism",
issn = "1367-0069",
publisher = "Sage Publications Ltd",
number = "4",

}

Differences in pragmatic skills between bilingual Turkish immigrant children in the Netherlands and monolingual peers. / Backus, Albert; Yagmur, Kutlay.

In: International Journal of Bilingualism, Vol. 23, No. 4, 2017, p. 817-830.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - Differences in pragmatic skills between bilingual Turkish immigrant children in the Netherlands and monolingual peers

AU - Backus, Albert

AU - Yagmur, Kutlay

PY - 2017

Y1 - 2017

N2 - In bilingualism studies, comparing the competence of mono- and bilingual speakers is common, but it comes with certain limitations. In immigration contexts, many studies concentrate on the skills of immigrant pupils in the mainstream language. In order to account for educational underachievement of minority children, gaps in their language development are often documented by comparing mainstream pupils with immigrant children. Competence in the first language (L1), on the other hand, receives very little attention, despite the fact that it is often assumed that L1 competence has an impact on second language acquisition. Here, we present the findings of an empirical study that compared bilingual Turkish immigrant children (n = 30) in the Netherlands with monolingual Turkish peers (n = 30) in Turkey. Contrary to most other such studies, we focus on the development of socio-pragmatic skills. The evidence shows that, from the viewpoint of monolingual conventions, the immigrant children lag behind in their command of these skills. Also after controlling for socioeconomic status, bilingual Turkish immigrant children display much lower knowledge of the socio-pragmatic skills than monolingual Turkish children. The causes of this difference can be attributed to the limited Turkish input in the immigration context.

AB - In bilingualism studies, comparing the competence of mono- and bilingual speakers is common, but it comes with certain limitations. In immigration contexts, many studies concentrate on the skills of immigrant pupils in the mainstream language. In order to account for educational underachievement of minority children, gaps in their language development are often documented by comparing mainstream pupils with immigrant children. Competence in the first language (L1), on the other hand, receives very little attention, despite the fact that it is often assumed that L1 competence has an impact on second language acquisition. Here, we present the findings of an empirical study that compared bilingual Turkish immigrant children (n = 30) in the Netherlands with monolingual Turkish peers (n = 30) in Turkey. Contrary to most other such studies, we focus on the development of socio-pragmatic skills. The evidence shows that, from the viewpoint of monolingual conventions, the immigrant children lag behind in their command of these skills. Also after controlling for socioeconomic status, bilingual Turkish immigrant children display much lower knowledge of the socio-pragmatic skills than monolingual Turkish children. The causes of this difference can be attributed to the limited Turkish input in the immigration context.

KW - Bilingualism

KW - Language development

KW - Pragmatic Skills

KW - Turkish immigrant children

KW - LINGUISTIC INTERDEPENDENCE

KW - LEXICAL KNOWLEDGE

KW - LANGUAGE

KW - CONTEXT

U2 - 10.1177/1367006917703455

DO - 10.1177/1367006917703455

M3 - Article

VL - 23

SP - 817

EP - 830

JO - International Journal of Bilingualism

JF - International Journal of Bilingualism

SN - 1367-0069

IS - 4

ER -