Factors affecting L2 learning in immersion, CLIL and ‘regular’ foreign language programs

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Abstract Summary
This paper explores the role of several factors that have been claimed to affect L2 learning in classroom contexts by comparing the results of studies examining the linguistic outcomes of ‘regular’ foreign language programs and bilingual programs differing, among other things, in amount of learner exposure to the L2.
Submission ID :
AILA2735
Submission Type
Abstract :

Studies of home language maintenance show a tendency of language loss from the second generation. With the first wave of Vietnamese immigrants coming to Australia in the 1970-80s, the Vietnamese community of 300,000 speakers is experiencing a critical time in terms of maintaining their home language. Home language maintenance can be observed through indicators including language use and language proficiency (with speaking and understanding as oral proficiency and writing and reading as written proficiency). This study surveyed a total of 151 Vietnamese-Australian families regarding their children’s Vietnamese language proficiency and use and associated factors (child, parent, family, and community). Bivariate analyses including Pearson’s correlation and Analysis of Variance (ANOVA) were conducted to explore the associations between Vietnamese language proficiency and use and a range of child, parent, family and community factors. Multiple regression was conducted to explore the relative associations of significant bivariate factors and language proficiency and use. Factors found to significantly affect children’s Vietnamese language proficiency and use were more related to parents than to the child, family, or community. Parent factors that were significantly correlated with both children’s language proficiency and use included: parents’ Vietnamese proficiency and use, number of years living in English-speaking countries, perceptions of the importance of home language maintenance, perceptions of cultural identity, intention to live in Vietnam in future, and the presence of language policies and rules. Parents’ income was significantly associated with children’s language use and oral proficiency. Child age was significantly associated with children’s Vietnamese proficiency. Children’s language use and proficiency mutually affected each other. Vicinity to the Vietnamese community was significantly correlated with children’s language use and written proficiency. The findings provide information for language planning and management with an aim to promote home language maintenance in Australia as well as around the world.

Full Professor
,
University of Erlangen-Nuremberg

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