Abstract
This paper presents data on factors influencing vocabulary acquisition in the first and second language among second generation immigrants from families emigrated from the former Soviet Union to Israel. The obtained data are presented in light of existing evidence on the role of socio-cultural background of immigrant parents in countries traditionally involved in immigrants’ absorption such as the United States, Canada and Israel. Regarding L1 vocabulary knowledge, the paper attests to the crucial role of family language practice and management (teaching literacy L1 in both family and informal educational settings) and child language ideology (the children’s positive approach toward home language acquisition). As for L2 acquisition, other socio-cultural and acculturation factors have been found relevant. The findings show that variability in children’s L2 vocabulary can be understood, to some extent, by three background factors: parents’ educational level, parents’ educational experience in the host country, and the length of family residence in the host country. At the same time, family language practice (parent-child language choice), parental L2 proficiency, and children’s social milieu were found to be insignificant. In addition, the findings provide evidence for the role of immigrant parents’ education as a separate variable from socio-economic status factor. Finally, the importance of addressing specific characteristics of the immigrant community while studying vocabulary in L1/L2 among the second generation is discussed.
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Schwartz, M. (2012). Second Generation Immigrants: A Socio-Linguistic Approach of Linguistic Development Within the Framework of Family Language Policy. In: Leikin, M., Schwartz, M., Tobin, Y. (eds) Current Issues in Bilingualism. Literacy Studies, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2327-6_6
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