학령기 이중언어 아동의 두 언어 능숙도와 부모의 L1/L2 사용률 간의 관계 = Relationship between Dual Language Skills and Parents’ L1 and L2 Usage in Bilingual Children

다국어 초록 (Multilingual Abstract)

The first language or mother tongue (L1) paves the way for acquiring a second language (L2) as well as developing self-identity in culturally and linguistically diverse children (CLD). This study examines the interrelated issues of language environment and CLD children’s L1 and L2 abilities. In particular, this study focused on the parental use of L1 and L2 and how it affects to CLD’s L1 and L2 in a various situation. Fifteen parents of CLD children using a variety of L1 backgrounds and English as L2 participated in the study. They all went to international schools in Korea. Using the parent’s language environment report (PLEQ; Hong, 2018), L1 and L2 usage were measured by daily activity and communication type. Parents also evaluated their children’s L1 and L2 skills in four areas: speaking, listening, reading, and writing. Based on the reports of the children’s L1 and L2 skills in the parent’s PLEQ, children were classified into the native-like-L1 group, the nonnative-like-L1 group, the native-like-L2 group, and the nonnative-like-L2 group. The results showed that parents of the native-like-L1 group used more L1 than parents of a nonnative-like-L1 group in affectionate communication. Parents in the native-like-L2 group also used more L1 than parents of the nonnative-like-L2 group in academic communication.
The study results implicated that the use of L1 in affectionate communication and academic communication may positively affect their perception of children’s L1 and L2 skills.

국문 초록 (Abstract)

문화적으로 그리고 언어적으로 다양한 배경을 가진(Culturally and Linguistically Diverse, CLD) 아동에게, 모국어는 부모가 사용하는 언어로서 정체성 형성뿐만 아니라 언어발달에 있어서도 중요한 역할을 한다. 언어발달 과정에서 제1언어(L1)와 제2언어(L2)는 서로 영향을 주고받으며, 특히 L1의 발달은 L2의 발달에 유의한 긍정적 영향을 미친다. 본 연구는 가정에서 부모의 L1 및 L2 사용이 CLD 아동의 L1 및 L2 능력에 미치는 영향을 알아보고자 하였으며, 이를 위해 부모보고 형식의 언어환경 설문지(Parental Language Environmental Questionnaire, PLEQ)를 통해 자녀와의 일상생활에서 부모의 언어사용 양상을 구체적으로 검토하였다. 본 연구는 한국의 국제학교에 재학중이면서 학교에서 영어를 L2로 사용하고 있고 서로 다른 모국어 배경을 갖고 있는 CLD 아동 15명의 부모를 대상으로 하였다. PLEQ를 통해 일상생활 활동 및 의사소통 유형별 L1과 L2 사용률을 조사하였으며, 또한 부모로 하여금 자녀의 L1 및 L2 능숙도를 말하기, 듣기, 읽기, 쓰기 네 가지 영역에서 평가하도록 하였다. 그리고 부모의 평가를 기반으로, 아동들의 L1과 L2 능숙도를 네 가지 영역이 모두 능숙한 집단(L1/L2-유창)과 그렇지 않은 집단(L1/L2-비유창)으로 분류하여 분석하였다. 그 결과, 애착형 의사소통 유형에서 L1-유창 집단 부모의 L1 사용률이 L1-비유창 집단에 비해 높았으며, 학습 상황에서 L2-유창 집단 부모의 L1 사용률이 L2-비유창 집단에 비해 높았다. 본 연구를 통해 애착형 의사소통 및 학습 상황에서의 부모의 L1 사용이 각각 아동의 L1 능력 및 L2 능력과 긍정적 관계가 있음을 확인하였다.

참고문헌 (Reference)

• 1 홍성미, "한국어-영어 이중언어아동의 언어발달지체 판별연구" 이화여자대학교 대학원 2014
• 2 홍성미, "학습 및 기억과제를 통한 이중언어아동의 언어발달지체 평가" 한국언어청각임상학회 19 (19): 31-44, 2014
• 3 홍지혜, "잠재적 프로파일 분석(Latent Profile Analysis)을 통한 한국어 단일언어아동과 한국어-영어 이중언어 아동의 유형 연구" 이화여자대학교 일반대학원 2018
• 4 한지윤, "부모 보고형 아동 언어 능력 평가도구(KBPR)의 표준화를 위한 예비연구" 한국언어치료학회 27 (27): 69-84, 2018
• 5 황상심, "다문화가정의 이중언어 사용에 관한 질적 탐색" 한국언어치료학회 27 (27): 99-113, 2018
• 6 Wong Fillmore, L., "When learning a second language means losing the first" 6 (6): 323-346, 1991
• 7 Thal, D. J., "Validity of a parent report measure of vocabulary and syntax for preschool children with language impairment" 42 (42): 482-496, 1999
• 8 Meisel, J. M., "The weaker language in early child bilingualism: Acquiring a first language as a second language?" 28 : 495-514, 2007
• 9 Cummins, J., "The cross-lingual dimensions of language proficiency : Implications for bilingual education and the optimal age issue" 14 (14): 175-187, 1980
• 10 Feliciano, C., "The benefits of biculturalism : Exposure to immigrant culture and dropping out of school among Asian and Latino youths" 82 (82): 865-879, 2001
• 11 Rosenbaum, S., "Speech and language disorders in children:Implications for the social security administration’s supplemental security income program" The National Academies Press 2016
• 12 Bruck, M., "Predictors of transfer out of early French immersion programs" 6 (6): 39-61, 1985
• 13 De Houwer, A., "Parental language input patterns and children’s bilingual use" 28 (28): 411-424, 2007
• 14 Tseng, V., "Parent-adolescent language use and relationships among immigrant families with East Asian, Filipino, and Latin American backgrounds" 62 (62): 465-476, 2000
• 15 Bedore, L. M., "Parent and teacher rating of bilingual language proficiency and language development concerns" 14 (14): 489-511, 2011
• 16 Campos, S. J., "Meeting the challenge of linguistic and cultural diversity in early childhood education" Teachers College Press 34-48, 1995
• 17 Cummins, J., "Linguistic interdependence and the educational development of bilingual children" 49 (49): 222-251, 1979
• 18 Gutierrez-Clellen, V. F., "Language choice in intervention with bilingual children" 8 (8): 291-302, 1999
• 19 Nordahl-Hansen, A., "Language assessment in children with autism spectrum disorder : Concurrent validity between report-based assessments and direct tests" 8 (8): 1100-, 2014
• 20 Kohnert K., "Intervention with linguistically diverse preschool children: A focus on developing home language(s)" 36 (36): 251-264, 2005
• 21 UNESCO, "International Mother Language Day"
• 22 Koda, K., "Insights into Second Language Reading : A Cross-linguistic Approach" Cambridge University Press 2005
• 23 Restrepo, M. A., "Identifiers of predominantly Spanish-speaking children with language impairment" 41 (41): 1398-1411, 1998
• 24 Silliman, E. R., "Handbook of language and literacy:Development and disorders" Guildford Press 97-129, 2004
• 25 Poarch, G. J., "Executive functions and inhibitory control in multilingual children : Evidence from second-language learners, bilinguals, and trilinguals" 113 (113): 535-551, 2012
• 26 Henry, L. A., "Executive functioning in children with specific language impairment" 53 (53): 37-45, 2012
• 27 Paradis, J., "English second-language learners in preschool : Profile effects in their English abilities and the role of home language environment" 38 (38): 342-349, 2014
• 28 Sachse, S., "Early identification of language delay by direct language assessment or parent report?" 29 (29): 34-41, 2008
• 29 Kohnert, K., "Do language-based processing tasks separate children with language impairment from typical bilinguals?" 21 (21): 19-21, 2006
• 30 Paradis, J., "Discriminating children with language impairment among English-language learners from diverse first-language backgrounds" 56 (56): 971-981, 2013
• 31 Krashen, S. D., "Condemned without a trial: Bogus arguments against bilingual education" Heinemann 1999
• 32 Cummins, J., "Communicative competence approaches to language proficiency assessment: Research and application" Multilingual Matters 80-101, 1984
• 33 Semel, E., "Clinical Evaluation of Language Fundamentals" The Psychological Corporation 2003
• 34 Barac, R., "Bilingual effects on cognitive and linguistic development : Role of language, cultural background, and education" 83 (83): 413-422, 2012
• 35 Cummins, J., "Bilingual children’s mother tongue: Why is it important for education?"
• 36 Kohnert, K., "Bilingual children with primary language impairment : Issues, evidence and implications for clinical actions" 43 (43): 456-473, 2010
• 37 Paradis, J., "Assessment of English language learners : Using parent report on first language development" 43 (43): 474-497, 2010
• 38 Yow, W. Q., "A bilingual advantage in 54-month-olds’ use of referential cues in fast mapping" 20 (20): e12482-, 2017