Birth Order and the Language Experience of Bilingual Children

Sarah J. Shin

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Multilingual Education and Policy EFL/ESL Teaching and Learning Language Development and Disorders

Abstract

N TESOL professionals are increasingly called on to defend the maintenance of heritage languages and to recognize the issues associated with language loss (e.g., Kouritzin, 2000). Research findings such as those indicating that the earlier Spanish-speaking Mexican immigrants began learning English, the lower their levels of proficiency in Spanish (Hakuta & D'Andrea, 1992) prompt questions about the factors affecting language loss and maintenance. However, a very limited research base exists concerning personal factors that may influence an individual child to develop or neglect his or her heritage language. This report presents some initial data concerning one such factor-birth order, a child's place relative to other children in a family.

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1991When learning a second language means losing the first 1998The relation of birth order and socioeconomic status to children's language experience and language development 1992Some Properties of Bilingual Maintenance and Loss in Mexican Background High-School Students 1997Language Socialization Practices and Cultural Identity: Case Studies of Mexican-Descent Families in California and Texas

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