Active bi- and trilingualism and its influencing factors. Issue 1 (2nd January 2021)

• Record Type: Journal Article
• Authors: Arnaus Gil, Laia; Müller, Natascha; Sette, Nadine; Hüppop, Marina
• Is Part Of: International multilingual research journal. Volume 15:Issue 1(2021)
• Page Start: 1
• Page End: 22
• Publication Date: 2021-01-02
• Subjects: Active early child trilingualism -- amount of input -- quality of input -- size of (receptive) vocabulary -- minority/majority language; Multilingualism -- Periodicals; 404.205
• DOI: 10.1080/19313152.2020.1753964
• Languages: English
• ISSNs: 1931-3152

Abstract

ABSTRACT: This article examines factors that promote active multilingualism. For this purpose, the Peabody Picture Vocabulary Test was used with 48 children. Their results were linked to a parental questionnaire designed to evaluate the children's linguistic input in their immediate environment. The study shows that, besides a minimum amount of linguistic input, the language constellation (i.e. presence/absence of the majority language at home) is also decisive. At the same time, it seems irrelevant for active bi- and trilingualism which family language policies are chosen (e.g. One person-One Language), as long as the promotion of the minority language does not only take place institutionally, but also at home. Overall, the results indicate that attending a bilingual kindergarten/school alone does not lead to active multilingualism. Family factors and family support seem to be decisive. These include the creation of a linguistically stimulating environment through cultural contact and the language constellation within the family.