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      Language exposure within peer and family contexts and bilingual reading profiles of German–Russian and German–Turkish adolescents in Germany

      1 , 2 , 1
      International Journal of Bilingualism
      SAGE Publications

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          Abstract

          Aims and Objectives:

          While research has focused on effects of language exposure within the family, evidence for the role of the quality and quantity of language exposure within peer contexts for the acquisition of both majority language (ML) and heritage language (HL) skills is still limited. Against this background, the present contribution investigates the patterns in which language exposure within family and peer contexts relate to different bilingual reading outcomes of migrant adolescents.

          Design:

          The data used for this contribution provide a unique opportunity to fill in this research gap as it contains standardized reading assessments in the ML and HL as well as questionnaires on language exposure within peer and family contexts.

          Data and Analysis:

          Using multinomial regression models with a sample of n = 803 adolescents with German–Russian and German–Turkish language backgrounds, we investigate the role of adolescents’ bests friends’ language backgrounds and language skills as well as adolescents’ language use with parents for the prediction of different bilingual reading outcomes (i.e., skilled bilingual readers, skilled ML readers, skilled HL readers, and low-skilled bilingual readers).

          Findings:

          The results indicate that dual inclusion into best friendships with both monolingual German as well as HL peers might be a favorable friendship pattern as it is positively related to both the skilled bilingual reading and the skilled ML reading outcome. Furthermore, we observe a tendency that skilled bilingual readers benefit from having a high-skilled HL speaking best friend. In addition, HL use with parents is an important predictor for HL skills, but not a hindrance for high ML proficiency. Effects of the peer group predictors are rather small, nevertheless they add value for explaining bilingual language outcomes controlling for relevant predictors.

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          Most cited references63

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          A meta-analytic test of intergroup contact theory.

          The present article presents a meta-analytic test of intergroup contact theory. With 713 independent samples from 515 studies, the meta-analysis finds that intergroup contact typically reduces intergroup prejudice. Multiple tests indicate that this finding appears not to result from either participant selection or publication biases, and the more rigorous studies yield larger mean effects. These contact effects typically generalize to the entire outgroup, and they emerge across a broad range of outgroup targets and contact settings. Similar patterns also emerge for samples with racial or ethnic targets and samples with other targets. This result suggests that contact theory, devised originally for racial and ethnic encounters, can be extended to other groups. A global indicator of Allport's optimal contact conditions demonstrates that contact under these conditions typically leads to even greater reduction in prejudice. Closer examination demonstrates that these conditions are best conceptualized as an interrelated bundle rather than as independent factors. Further, the meta-analytic findings indicate that these conditions are not essential for prejudice reduction. Hence, future work should focus on negative factors that prevent intergroup contact from diminishing prejudice as well as the development of a more comprehensive theory of intergroup contact. Copyright 2006 APA.
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            Bilingual first-language development: Dominant language takeover, threatened minority language take-up*

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              Parental language input patterns and children's bilingual use

              This article reports on a study that addresses the following question: why do some children exposed to two languages from early on fail to speak those two languages? Questionnaire data were collected in 1,899 families in which at least one of the parents spoke a language other than the majority language. Each questionnaire asked about the home language use of a family consisting of at least one parent and one child between the ages of 6 and 10 years old. The results show that the children in these families all spoke the majority language, but that minority language use was not universal. Differences in parental language input patterns used at home correlated with differences in child minority language use. Home input patterns where both parents used the minority language and where at most one parent spoke the majority language had a high chance of success. The “one parent–one language” strategy did not provide a necessary nor sufficient input condition. Implications for bilingual families are discussed.
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                Author and article information

                Contributors
                Journal
                International Journal of Bilingualism
                International Journal of Bilingualism
                SAGE Publications
                1367-0069
                1756-6878
                January 13 2024
                Affiliations
                [1 ]Universität Hamburg, Germany
                [2 ]Humboldt-Universität zu Berlin, Germany
                Article
                10.1177/13670069231221103
                fa67bf47-bc07-4531-b76a-208651948f69
                © 2024

                https://creativecommons.org/licenses/by-nc/4.0/

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