Data_Sheet_1_Internal and External Factors in Heritage Language Acquisition: Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom.pdf
In this paper, we consider elicited production data (real and nonce words tasks) from five different studies on the acquisition of grammatical gender in Heritage Russian, comparing children growing up in Germany, Israel, Norway, Latvia, and the United Kingdom. The children grow up in diverse heritag...
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ftfrontimediafig:oai:figshare.com:article/12205388 2023-05-15T18:34:56+02:00 Data_Sheet_1_Internal and External Factors in Heritage Language Acquisition: Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom.pdf Yulia Rodina Tanja Kupisch Natalia Meir Natalia Mitrofanova Olga Urek Marit Westergaard 2020-04-28T11:01:32Z https://doi.org/10.3389/feduc.2020.00020.s001 https://figshare.com/articles/Data_Sheet_1_Internal_and_External_Factors_in_Heritage_Language_Acquisition_Evidence_From_Heritage_Russian_in_Israel_Germany_Norway_Latvia_and_the_United_Kingdom_pdf/12205388 unknown doi:10.3389/feduc.2020.00020.s001 https://figshare.com/articles/Data_Sheet_1_Internal_and_External_Factors_in_Heritage_Language_Acquisition_Evidence_From_Heritage_Russian_in_Israel_Germany_Norway_Latvia_and_the_United_Kingdom_pdf/12205388 CC BY 4.0 CC-BY Education Educational Psychology Physical Education and Development Curriculum and Pedagogy Education Assessment and Evaluation Educational Administration Management and Leadership Teacher Education and Professional Development of Educators Classical Greek and Roman History grammatical gender child bilingualism Heritage Russian heritage language education cross-linguistic influence Dataset 2020 ftfrontimediafig https://doi.org/10.3389/feduc.2020.00020.s001 2020-04-29T22:53:51Z In this paper, we consider elicited production data (real and nonce words tasks) from five different studies on the acquisition of grammatical gender in Heritage Russian, comparing children growing up in Germany, Israel, Norway, Latvia, and the United Kingdom. The children grow up in diverse heritage language backgrounds, ranging from small groups (in Norway) to large communities (in Latvia). Furthermore, the children vary with respect to family background (one or two Russian-speaking parents) as well as the intensity of instruction in the heritage language through complementary schools. Russian has a three-gender system (masculine, feminine, and neuter) with gender cues varying in their transparency, predictability and frequency. The majority languages that these children speak differ widely with respect to the linguistic property studied: While English has no grammatical gender, Latvian and Hebrew both have two-gender systems (feminine and masculine), as well as the Oslo and Tromsø dialects of Norwegian (masculine and neuter), while German has a three-gender system, with a feminine-masculine-neuter distinction, like Russian. However, the transparency of gender assignment varies greatly, with Hebrew and Latvian having predictable gender based on the shape of the noun, like Russian, while gender assignment in Norwegian is generally arbitrary and German is semi-transparent, with gender assignment tendencies rather than rules. The focus in the paper is on language-internal and language-external factors that may be (non-)facilitative for the acquisition of gender in Russian, i.e., possible cross-linguistic influence from the majority language and the importance of background factors, such as family situation, age at start of kindergarten, size of the Russian-speaking community, current exposure to Heritage Russian instruction, and the main language of instruction. Our results show no significant differences across groups with respect to the majority language, but clear effects of background variables, with family ... Dataset Tromsø Frontiers: Figshare Norway Tromsø |
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Open Polar |
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Frontiers: Figshare |
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ftfrontimediafig |
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unknown |
topic |
Education Educational Psychology Physical Education and Development Curriculum and Pedagogy Education Assessment and Evaluation Educational Administration Management and Leadership Teacher Education and Professional Development of Educators Classical Greek and Roman History grammatical gender child bilingualism Heritage Russian heritage language education cross-linguistic influence |
spellingShingle |
Education Educational Psychology Physical Education and Development Curriculum and Pedagogy Education Assessment and Evaluation Educational Administration Management and Leadership Teacher Education and Professional Development of Educators Classical Greek and Roman History grammatical gender child bilingualism Heritage Russian heritage language education cross-linguistic influence Yulia Rodina Tanja Kupisch Natalia Meir Natalia Mitrofanova Olga Urek Marit Westergaard Data_Sheet_1_Internal and External Factors in Heritage Language Acquisition: Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom.pdf |
topic_facet |
Education Educational Psychology Physical Education and Development Curriculum and Pedagogy Education Assessment and Evaluation Educational Administration Management and Leadership Teacher Education and Professional Development of Educators Classical Greek and Roman History grammatical gender child bilingualism Heritage Russian heritage language education cross-linguistic influence |
description |
In this paper, we consider elicited production data (real and nonce words tasks) from five different studies on the acquisition of grammatical gender in Heritage Russian, comparing children growing up in Germany, Israel, Norway, Latvia, and the United Kingdom. The children grow up in diverse heritage language backgrounds, ranging from small groups (in Norway) to large communities (in Latvia). Furthermore, the children vary with respect to family background (one or two Russian-speaking parents) as well as the intensity of instruction in the heritage language through complementary schools. Russian has a three-gender system (masculine, feminine, and neuter) with gender cues varying in their transparency, predictability and frequency. The majority languages that these children speak differ widely with respect to the linguistic property studied: While English has no grammatical gender, Latvian and Hebrew both have two-gender systems (feminine and masculine), as well as the Oslo and Tromsø dialects of Norwegian (masculine and neuter), while German has a three-gender system, with a feminine-masculine-neuter distinction, like Russian. However, the transparency of gender assignment varies greatly, with Hebrew and Latvian having predictable gender based on the shape of the noun, like Russian, while gender assignment in Norwegian is generally arbitrary and German is semi-transparent, with gender assignment tendencies rather than rules. The focus in the paper is on language-internal and language-external factors that may be (non-)facilitative for the acquisition of gender in Russian, i.e., possible cross-linguistic influence from the majority language and the importance of background factors, such as family situation, age at start of kindergarten, size of the Russian-speaking community, current exposure to Heritage Russian instruction, and the main language of instruction. Our results show no significant differences across groups with respect to the majority language, but clear effects of background variables, with family ... |
format |
Dataset |
author |
Yulia Rodina Tanja Kupisch Natalia Meir Natalia Mitrofanova Olga Urek Marit Westergaard |
author_facet |
Yulia Rodina Tanja Kupisch Natalia Meir Natalia Mitrofanova Olga Urek Marit Westergaard |
author_sort |
Yulia Rodina |
title |
Data_Sheet_1_Internal and External Factors in Heritage Language Acquisition: Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom.pdf |
title_short |
Data_Sheet_1_Internal and External Factors in Heritage Language Acquisition: Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom.pdf |
title_full |
Data_Sheet_1_Internal and External Factors in Heritage Language Acquisition: Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom.pdf |
title_fullStr |
Data_Sheet_1_Internal and External Factors in Heritage Language Acquisition: Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom.pdf |
title_full_unstemmed |
Data_Sheet_1_Internal and External Factors in Heritage Language Acquisition: Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom.pdf |
title_sort |
data_sheet_1_internal and external factors in heritage language acquisition: evidence from heritage russian in israel, germany, norway, latvia and the united kingdom.pdf |
publishDate |
2020 |
url |
https://doi.org/10.3389/feduc.2020.00020.s001 https://figshare.com/articles/Data_Sheet_1_Internal_and_External_Factors_in_Heritage_Language_Acquisition_Evidence_From_Heritage_Russian_in_Israel_Germany_Norway_Latvia_and_the_United_Kingdom_pdf/12205388 |
geographic |
Norway Tromsø |
geographic_facet |
Norway Tromsø |
genre |
Tromsø |
genre_facet |
Tromsø |
op_relation |
doi:10.3389/feduc.2020.00020.s001 https://figshare.com/articles/Data_Sheet_1_Internal_and_External_Factors_in_Heritage_Language_Acquisition_Evidence_From_Heritage_Russian_in_Israel_Germany_Norway_Latvia_and_the_United_Kingdom_pdf/12205388 |
op_rights |
CC BY 4.0 |
op_rightsnorm |
CC-BY |
op_doi |
https://doi.org/10.3389/feduc.2020.00020.s001 |
_version_ |
1766219934079123456 |