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dc.contributor.authorRodina, Yulia
dc.contributor.authorKupisch, Tanja
dc.contributor.authorMeir, Natalia
dc.contributor.authorMitrofanova, Natalia
dc.contributor.authorUrek, Olga
dc.contributor.authorWestergaard, Marit
dc.date.accessioned2020-06-22T16:45:18Z
dc.date.available2020-06-22T16:45:18Z
dc.date.issued2020-03-11
dc.description.abstractIn this paper, we consider elicited production data (real and nonce words tasks) from five different studies on the acquisition of grammatical gender in Heritage Russian, comparing children growing up in Germany, Israel, Norway, Latvia, and the United Kingdom. The children grow up in diverse heritage language backgrounds, ranging from small groups (in Norway) to large communities (in Latvia). Furthermore, the children vary with respect to family background (one or two Russian-speaking parents) as well as the intensity of instruction in the heritage language through complementary schools. Russian has a three-gender system (masculine, feminine, and neuter) with gender cues varying in their transparency, predictability and frequency. The majority languages that these children speak differ widely with respect to the linguistic property studied: While English has no grammatical gender, Latvian and Hebrew both have two-gender systems (feminine and masculine), as well as the Oslo and Tromsø dialects of Norwegian (masculine and neuter), while German has a three-gender system, with a feminine-masculine-neuter distinction, like Russian. However, the transparency of gender assignment varies greatly, with Hebrew and Latvian having predictable gender based on the shape of the noun, like Russian, while gender assignment in Norwegian is generally arbitrary and German is semi-transparent, with gender assignment tendencies rather than rules. The focus in the paper is on language-internal and language-external factors that may be (non-)facilitative for the acquisition of gender in Russian, i.e., possible cross-linguistic influence from the majority language and the importance of background factors, such as family situation, age at start of kindergarten, size of the Russian-speaking community, current exposure to Heritage Russian instruction, and the main language of instruction. Our results show no significant differences across groups with respect to the majority language, but clear effects of background variables, with family type, age, and current exposure to Heritage Russian instruction as the most important ones.en_US
dc.identifier.citationRodina Y, Kupisch T, Meir N, Mitrofanova N, Urek O, Westergaard M. Internal and External Factors in Heritage Language Acquisition: Evidence from Heritage Russian in Israel, Germany, Norway, Latvia and the UK. Frontiers in Psychology. 2020en_US
dc.identifier.cristinIDFRIDAID 1801195
dc.identifier.doihttps://doi.org/10.3389/feduc.2020.00020
dc.identifier.issn1664-1078
dc.identifier.urihttps://hdl.handle.net/10037/18623
dc.language.isoengen_US
dc.publisherFrontiers Mediaen_US
dc.relation.journalFrontiers in Psychology
dc.relation.projectIDinfo:eu-repo/grantAgreement/RCN/FRIHUMSAM/250857/Norway/Micro-variation in Multilingual Situations/MiMS/en_US
dc.relation.urihttps://www.frontiersin.org/articles/10.3389/feduc.2020.00020/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontie
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2020 The Author(s)en_US
dc.subjectVDP::Humanities: 000::Linguistics: 010::Russian language: 028en_US
dc.subjectVDP::Humaniora: 000::Språkvitenskapelige fag: 010::Russisk språk: 028en_US
dc.titleInternal and External Factors in Heritage Language Acquisition: Evidence from Heritage Russian in Israel, Germany, Norway, Latvia and the UKen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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