ERIC Number: ED422722
Record Type: RIE
Publication Date: 1998-Apr
A Comparison of How Balanced Bilingual and Pseudo-Bilingual Students, Who Are Second-Generation Chinese-Americans, Develop and Maintain the Native Language while Learning English.
A study investigated factors in Chinese language maintenance among balanced and pseudo-bilinguals who are second-generation Chinese-Americans. Subjects were 12 fifth-grade students in a Chinese-language school; half were balanced bilinguals (proficient in both languages) and half were pseudo-bilinguals (those in whom skills are more developed in one language than in the other). The children and their parents were administered a survey and interviewed. Analysis of results suggests parents have very strong differences in their reason for wanting to educate their children in two languages. Parents of balanced bilinguals tended to provide many more varieties of language input, and at some point in time, immerse their children in Chinese-speaking countries. Balanced bilingual children tend to believe in (1) putting more effort into learning two languages and (2) the fun of being bilingual. Findings may assist educators and immigrant families in increasing understanding and practices for raising children to be balanced bilingual. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).