Publishing Partner: Cambridge University Press CUP Extra Publisher Login

New from Cambridge University Press!

ad

Revitalizing Endangered Languages

Edited by Justyna Olko & Julia Sallabank

Revitalizing Endangered Languages "This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies."


We Have a New Site!

With the help of your donations we have been making good progress on designing and launching our new website! Check it out at https://linguistlist.org/!
***We are still in our beta stages for the new site--if you have any feedback, be sure to let us know at webdevlinguistlist.org***

Academic Paper


Title: Vocabulary growth in second language among immigrant school-aged children in Greece
Author: Panagiotis G. Simos
Institution: University of Crete
Author: Georgios D. Sideridis
Institution: University of Crete
Author: Angeliki Mouzaki
Institution: University of Crete
Author: Aspasia Chatzidaki
Institution: University of Crete
Author: Maria Tzevelekou
Institution: Institute of Language and Speech Processing
Linguistic Field: Applied Linguistics; Language Acquisition; Sociolinguistics
Subject Language: Greek, Modern
Albanian, Arvanitika
Abstract: The goal of the study was to assess differences between native Greek and bilingual, immigrant children of Albanian descent learning Greek as a second language on a receptive vocabulary measure. Vocabulary measures were obtained at five time points, 6 months apart, from 580 children attending Grades 2–4. Individual variability on both initial performance (intercept) and growth rate (slope) was assessed using hierarchical linear modeling, which included linguistic/ethnic group, parental education (as a socioeconomic status [SES] indicator), gender, and a measure of nonverbal cognitive ability as time-invariant predictors of vocabulary growth. Results indicated that linguistic/ethnic group, parental education, and baseline nonverbal cognitive ability were significant predictors of initial vocabulary scores, whereas only linguistic/ethnic group and nonverbal ability accounted for significant variability in vocabulary growth rates. Additional analyses confirmed that linguistic/ethnic group remained a significant predictor of receptive vocabulary knowledge at both the intercept and the slope levels even after controlling for the initial differences between groups on parental education and block design subtest scores.

CUP AT LINGUIST

This article appears IN Applied Psycholinguistics Vol. 35, Issue 3.

Return to TOC.

Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page