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Assessing language background and experiences among heritage bilinguals.

Alessandra Macbeth1, Natsuki Atagi2, Jessica L Montag3

  • 1Department of Psychology, Azusa Pacific University, Azusa, CA, United States.

Frontiers in Psychology
|October 24, 2022
PubMed
Summary

This study compared self-reports, lab tasks, and audio recordings to assess heritage language (HL) use in bilinguals. Findings show each method captures unique aspects of bilingual experience, informing future research tool selection.

Keywords:
electronically activated recorderheritage bilingualslanguage assessmentsmultilingual naming testself-report questionnairesverbal fluency

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Area of Science:

  • Psycholinguistics
  • Sociolinguistics
  • Cognitive Science

Background:

  • Bilingual language experience is often assessed via self-report and lab tasks.
  • These methods have limitations and may not fully capture real-world language use.
  • The Electronically Activated Recorder (EAR) offers a novel approach to studying authentic language use.

Purpose of the Study:

  • To investigate the relationships among self-report, laboratory-based, and Electronically Activated Recorder (EAR) measures of bilingual language experience.
  • To understand the shared variance and unique contributions of different assessment tools in evaluating heritage language (HL) use.
  • To provide guidance for researchers on selecting appropriate assessment methods for studying bilingualism.

Main Methods:

  • Sixty Southern California heritage bilingual college students participated.
  • Participants completed self-report questionnaires and laboratory-based language proficiency tasks.
  • The Electronically Activated Recorder (EAR) was used to capture real-world heritage language use over four days.

Main Results:

  • Self-reported HL use and English age of acquisition predicted real-world HL use measured by the EAR.
  • Self-reported and laboratory-based HL proficiency were mutually predictive.
  • No single assessment method strongly correlated with others, indicating each captures unique information.

Conclusions:

  • Different methods for assessing bilingual language experience capture distinct aspects of language use and proficiency.
  • The dissociation between single-time assessments and accumulated life history is highlighted.
  • Researchers should carefully consider which assessment tool(s) best align with their specific research questions in bilingualism studies.