Yanira Alfonso December 14, 2000 Presentation Hand-out

When Learning a Second Language Means Losing the First One

A Study on Language Attrition and Language Dominance

Introduction

After entering the graduate ESOL (English to Speakers of Other Languages) program at The University of Georgia years ago, my interest grew stronger regarding my own language experience as an ESOL student. With each course I took, my curiosity grew greater and greater. It is this curiosity that brought me to the ideas of this research study on the loss of language (language attrition). It is my desire to make a difference in the lives of children that motivates me to share the results.

“The consequences of losing a primary language are far reaching, and it does affect the social, emotional, cognitive, and educational development of language-minority children, as well as the integrity of their families and the society they live in (Wong-Fillmore (1991), p. 342). Research supports that ESOL children eventually shift from first language dominance to second language dominance (Wong-Fillmore, 1991 p. 333). Could I find evidence of language dominance shift or language attrition occurring in my ESOL students? This was the question I wanted to answer in my study.

Background/Literature Review

  • ESOL children eventually lose their primary language (Wong-Fillmore (1991), p. 342).
  • When ethnolinguistic minority children reject their own cultural values and practices for those of the prestigious, dominant group, the second language eventually replaces their native language (Lambert 1977; Lee 1996, p. 512; Wong-Fillmore, 1991, p. 323).
  • The better developed the conceptual foundation of children’s first language, the more likely children are to develop similarly high levels of conceptual abilities in their second language (Cummins, 1994, p. 50)
  • Early language shift can affect language skills transfer, literacy progress in the L2, and more detrimental overall cognitive development and parent-child relationships (Cummins, 1994; Wong-Fillmore 1991).
  • “A series of choices that constitute affirmations and reaffirmations of a commitment to the minority language, rather than a one-time decision must be made on the part of parents and caretakers regarding family language practice (Schecter, et. Al, 1996; Wong-Fillmore, 1991).
  • “Support for a strategy of maintenance requires constant reaffirmation as families struggle with changes in their life circumstances (Wong-Filmore, p. 262).
  • Fishman (1992) agrees that “the most critical factor in predicting whether a language will be maintained across generation is language practice in the home” (263).

Methods

  • Subjects were drawn from Hispanic population in the ESOL Ridgewood Elementary (pseudonym) program. All 13 Hispanic families were invited. Eight out of the 13 accepted to participate.
  • Parent Questionnaire was sent home, used to select subjects of similar backgrounds
  • Students’ permanent records were reviewed to obtain students’ Language Assessment Battery entrance scores into the ESOL program
  • Interviewed each student to determine their perception of their language.
  • Administered LAB English speaking part and Spanish LAB.
  • Sent home tape recorder for parents to record natural home language

Analysis and Discussion

  • Four final subjects selected, all born in the United States
  • LAB good indicator of dominant language
  • Parent questionnaire, home recordings, and student interviews all correlated with the LAB results for all four students.
  • Parent Questionnaire showed all parents to be Spanish dominant

Conclusion

Final Analysis Variables: (Language dominance, language preference as per parent; codeswitching from home recording; interviews (more & better), English and Spanish LAB scores

  • First grader 5/6 Spanish Factors = Spanish Dominant
  • Second grader 5/6 Spanish Factors = Spanish Dominant
  • Fourth grader 5/6 English Factors = English Dominant
  • Fifth grader 5/6 English Factors = English Dominant
  • No, evidence of language attrition was found due to no previous base line of Spanish language proficiency, but dominant language was established.
  • However, the findings above: lower grades Spanish dominant and upper grades English dominant, regardless of the fact that all the students have Spanish dominant parents, allude to the possibility of the fourth and fifth grader having experienced language attrition.
  • All students are young enough to maintain or regain their native language. Sharing this information with their parents may make a big difference for them!

Language attrition takes most parents by surprise. One day they wake up to a child that can no longer communicate effectively with them or their relatives. Parents wonder why their children forget their primary language and even get angry, because they do not speak it. Grandparents scold their adult children for not insisting that their children speak their native language at home (Wong-Fillmore (1991), p. 344). The truth is that having lived this experience myself, for the most part, parents do not know how to prevent language attrition. Most of the time they don’t even realize it is happening right before their very eyes.

As stated in the Literature Review above, the effects of language attrition can be detrimental in the life of a child. It was my own language experience that provided the ideas for this study on language attrition, but it is my desire to make a difference in the lives of others that motivates me to keep on wanting to learn about language attrition. I want to be able to inform parents on how they can prevent language attrition in their children.

Follow Up:

The product of my follow up study will be a practical implications, parent friendly, guide on preventing language attrition! It is my hope that I can make a difference!

Limitations:

  • Testing Instrument (LAB) was available in only Spanish and English.
  • Researcher was only fluent in Spanish and English, therefore could only administer Spanish and English Tests.
  • More subjects than four, with similar backgrounds, and of various ethnic and language groups would add weight to the study. A group of researchers that could speak the languages of the participants and testing instruments in the various languages would be needed.
  • It amazes me how much study has been done on the topic of language attrition and yet how many more questions still need to be answered. The field is a broad one to explore!