Bilingualer Erstspracherwerb und Sprachkompetenz der Kinder in Schweizer-chinesischen Familien
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BORIS DOI
Subtitle
Untersuchung in einem dialektalen Umfeld der Deutschschweiz
Abstract
This paper deals with the topic of individual simultaneous bilingual first language acquisition using the example of the language pair German-Chinese. The focus of the research interest is on the language proficiency of bilingual children from binational and bilingual families as well as on the corresponding implemented family bilingual language education. These aspects were investigated empirically, using a qualitative approach. The main empirical concern of the present study is to investigate children's simultaneous bilingualism with the language combination German and Chinese in a dialectal environment in the German-speaking part of Switzerland. For this purpose, a total of ten children from eight Swiss-Chinese families in the German-speaking part of Switzerland, aged between six and ten years, were each studied using developed language tests, picture storytelling, and qualitative interviews with their mothers. Language profiles of these ten bilingual children (each in both languages including dialectal interference), successes as well as challenges during bilingual language education in the different family profiles were systematically documented and analyzed.
The results of the research have shown that children are capable of harmonized simultaneous bilingualism even in the two languages, which do not belong to the same language family and are fundamentally different on many linguistic levels. Furthermore, it can be concluded from the research results that a good interplay mainly of factors such as conscious language education strategy, consistent implementation of family bilingual language education and sufficient language contacts plays the decisive role for the confident success of a harmonized bilingualism of the children. Last but not least, the classic "one person, one language" principle has been confirmed in the present study. The knowledge gained form the basis for the recommendations for parents in bilingual Swiss-Chinese families who strive for a promising family bilingual language education and who would like to bring up and educate their children bilingually in a targeted, efficient and successful way.
The results of the research have shown that children are capable of harmonized simultaneous bilingualism even in the two languages, which do not belong to the same language family and are fundamentally different on many linguistic levels. Furthermore, it can be concluded from the research results that a good interplay mainly of factors such as conscious language education strategy, consistent implementation of family bilingual language education and sufficient language contacts plays the decisive role for the confident success of a harmonized bilingualism of the children. Last but not least, the classic "one person, one language" principle has been confirmed in the present study. The knowledge gained form the basis for the recommendations for parents in bilingual Swiss-Chinese families who strive for a promising family bilingual language education and who would like to bring up and educate their children bilingually in a targeted, efficient and successful way.
Date of Publication
2020
Year of graduation
2020
Theses Type
dissertation
Language(s)
de
Author(s)
Lötscher, Jie |
Faculty/Graduate School
Access(Rights)
open.access
Primary OA Publication
true