Children as Mediators for the Second Language Learning of their Migrant Parents  

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Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 17 no. 5 (2003), page 311-331.
Fulltext: Vol. 17, No. 5, p 311-331.pdf (264.97KB)

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This paper argues that parent/child sharing of school homework provides a beneficial environment for the migrant parent to learn English as a second language (L2). Ten US Hispanic children aged seven to ten were studied in interactions with their migrant mothers in two settings: during homework and at meal time. Results show that during homework children spoke English more frequently, produced English verbs with richer morphology (e.g. third person singular -s, past -ed, progressive -ing), and provided feedback (e.g. corrective repetition, recast, and clarification request) more often than in meal-time conversations. Since these characteristics of the input have been argued to have an effecton both first language (L1) acquisition and L2 acquisition in classroom settings, we argue that homework is a more advantageous setting for L2 learning in untutored environments than a common daily interaction such as mealtime conversations. Finally, it is suggested that school homework requiring parent/ child interaction could be reshaped to maximise parents’ L2 learning.

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