A Descriptive Study of Parenting Styles and Oral Proficiency in Bilingual Children: Indonesian and English)

Ruly Kartika; Haryanto Atmowardoyo; Nurdin Noni

A Descriptive Study of Parenting Styles and Oral Proficiency in Bilingual Children: Indonesian and English)

Ruly Kartika^(1*), Haryanto Atmowardoyo⁽²⁾, Nurdin Noni⁽³⁾,

(1) Universitas Negeri Makassar
(2) Universitas Negeri Makassar
(3) Universitas Negeri Makassar
(*) Corresponding Author

Abstract

This study aims to describe the style of parenting that is applied which is closely related to bilingual development and speaking skills in English. Participants consisted of four heads of families who had children who were raised bilingually. Whatever the age range, the participants are mothers with an age range of 28-34 years and children with an age range of 3-7 years. During the observation process, the participants' strategies were to facilitate children's bilingual activities and promote children's bilingual development. Data from the results of research using interviews, it was found that parents were found to have fairly good English skills. Meanwhile, from the results of research using observations, it was found that the frequency and intensity of interacting using two languages did not apply strict and rigid language rules. In other words, bilingualism frequency data obtained directly from observations. What's more, this bilingual arrangement occurs in the home environment which mainly takes place when the child is playing, not in an academic or school environment where the teacher observes the child's language skills formally. In conclusion, this study did not measure parenting styles that affect the accuracy of English used in bilingual interactions.

Keywords

Parenting Style; Speaking Skills; Bilingual; Interaction

Full Text:

PDF

References

Akgül, E., Yazıcı, D., & Akman, B. (2019). Views of parents preferring to raise a bilingual child. Early Child Development and Care, 189(10), 1588–1601.

Appel, R., & Muysken, P. (2005). Language contact and bilingualism. Amsterdam University Press.

Arikunto, S. (2006). metodelogi Penelitian. Yogyakarta: Bina Aksara.

Baker, C. E., & Iruka, I. U. (2013). Maternal psychological functioning and children’s school readiness: The mediating role of home environments for African American children. Early Childhood Research Quarterly, 28(3), 509–519.

Baker, L., Mackler, K., Sonnenschein, S., & Serpell, R. (2001). Parents’ interactions with their first-grade children during storybook reading and relations with subsequent home reading activity and reading achievement. Journal of School Psychology, 39(5), 415–438.

Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. The Journal of Early Adolescence, 11(1), 56–95.

Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143(3), 233.

Blom, E., Küntay, A. C., Messer, M., Verhagen, J., & Leseman, P. (2014). The benefits of being bilingual: Working memory in bilingual Turkish–Dutch children. Journal of Experimental Child Psychology, 128, 105–119.

Bloomfield, L. (1983). An introduction to the study of language. An Introduction to the Study of Language, 1–383.

Bonfieni, M., Branigan, H. P., Pickering, M. J., & Sorace, A. (2019). Language experience modulates bilingual language control: The effect of proficiency, age of acquisition, and exposure on language switching. Acta Psychologica, 193, 160–170.

Bulgarelli, F., Lebkuecher, A. L., & Weiss, D. J. (2018). Statistical learning and bilingualism. Language, Speech, and Hearing Services in Schools, 49(3S), 740–753.

Burgess, S. R. (2002). The influence of speech perception, oral language ability, the home literacy environment, and pre-reading knowledge on the growth of phonological sensitivity: A one-year longitudinal investigation. Reading and Writing, 15(7), 709–737.

Bus, A. G., & Van Ijzendoorn, M. H. (1988). Mother-child interactions, attachment, and emergent literacy: A cross-sectional study. Child Development, 1262–1272.

Bus, A. G., & Van Ijzendoorn, M. H. (1995). Mothers reading to their 3-year-olds: The role of mother-child attachment security in becoming literate. Reading Research Quarterly, 998–1015.

Byers-Heinlein, K., Fennell, C. T., & Werker, J. F. (2013). The development of associative word learning in monolingual and bilingual infants. Bilingualism: Language and Cognition, 16(1), 198–205.

Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 33, 3–18.

Chin, N. B., & Wigglesworth, G. (2007). Bilingualism: An advanced resource book. Routledge.

De Jong, P. F., & Leseman, P. P. M. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39(5), 389–414.

DeAnda, S., Bosch, L., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2016). The language exposure assessment tool: Quantifying language exposure in infants and children. Journal of Speech, Language, and Hearing Research, 59(6), 1346–1356.

Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research. sage.

Dickinson, D. K., & Neuman, S. B. (2007). Handbook of early literacy research (Vol. 2). Guilford Press.

Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Paul H Brookes Publishing.

Diebold, A. R. (1964). Language in culture and society. New York: Harper Collins.

Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school‐age language and literacy outcomes? Journal of Child Psychology and Psychiatry, 56(8), 848–856.

Durbin, D. L., Darling, N., Steinberg, L., & Brown, B. B. (1993). Parenting style and peer group membership among European-American adolescents. Journal of Research on Adolescence, 3(1), 87–100.

Errington, J. J., Irvine, J., & Schieffelin, B. B. (1998). Shifting languages (Issue 19). Cambridge University Press.

Evans, M. A., Williamson, K., & Pursoo, T. (2008). Preschoolers’ attention to print during shared book reading. Scientific Studies of Reading, 12(1), 106–129.

Farver, J. A. M., Xu, Y., Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and Latino head start children’s emergent literacy skills. Developmental Psychology, 49(4), 775.

Foster, M. A., Lambert, R., Abbott-Shim, M., McCarty, F., & Franze, S. (2005). A model of home learning environment and social risk factors in relation to children’s emergent literacy and social outcomes. Early Childhood Research Quarterly, 20(1), 13–36.

Gottardo, A., & Grant, A. (2008). Defining bilingualism. Encyclopedia of Language and Literacy Development (pp. 1-7). London, ON: Canadian Language and Literacy Research Network. Retrieved December 1s, 2011.

Hamers, J. F., Blanc, M., Blanc, M. H. A., & Hamers, J. F. (2000). Bilinguality and bilingualism. Cambridge University Press.

Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75–90.

Haugen, E. (2018). The Norwegian Language in America, a Study in Bilingual Behavior, Volume 2. In The Norwegian Language in America, a Study in Bilingual Behavior, Volume 2. University of Pennsylvania Press.

Hindman, A. H., & Morrison, F. J. (2012). Differential contributions of three parenting dimensions to preschool literacy and social skills in a middle-income sample. Merrill-Palmer Quarterly (1982-), 191–223.

Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children’s literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252.

Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21(1), 60–99.

Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A., & Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher–child storybook reading and explicit print referencing.

Justice, L. M., Pullen, P. C., & Pence, K. (2008). Influence of verbal and nonverbal references to print on preschoolers’ visual attention to print during storybook reading. Developmental Psychology, 44(3), 855.

Kleeck, A. van. (2008). Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in storybook‐sharing interventions. Psychology in the Schools, 45(7), 627–643.

Mackay, R., Barkman, B., & Jordan, R. R. (1979). Reading in a second language: Hypotheses, organization, and practice. Newbury House Pub.

Macnamara, J. T. (1967). How can one measure the extent of a person’s bilingual proficiency?

Malavé, L. M. (1997). Parent characteristics: Influence in the development of bilingualism in young children. NYSABE Journal, 12, 15–42.

Manolitsis, G., Georgiou, G. K., & Parrila, R. (2011). Revisiting the home literacy model of reading development in an orthographically consistent language. Learning and Instruction, 21(4), 496–505.

Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19(1), 7–26.

Morrison, F. J., & Cooney, R. R. (2001). Parenting and academic achievement: Multiple paths to early literacy. In Parenting and the child’s world (pp. 141–160). Psychology Press.

Ortega, L. (2011). Second language acquisition. In The Routledge handbook of applied linguistics (pp. 191–204). Routledge.

Pastika, I. W. (2013). Pendekatan kedwibahasaan sejak anak usia dini: bahasa daerah dan bahasa indonesia. Makalah Kongres Bahasa Indonesia X, 28–31.

Persici, V., Vihman, M., Burro, R., & Majorano, M. (2019). Lexical access and competition in bilingual children: The role of proficiency and the lexical similarity of the two languages. Journal of Experimental Child Psychology, 179, 103–125.

Petitto, L.-A., Berens, M. S., Kovelman, I., Dubins, M. H., Jasinska, K., & Shalinsky, M. (2012). The “Perceptual Wedge Hypothesis” as the basis for bilingual babies’ phonetic processing advantage: New insights from fNIRS brain imaging. Brain and Language, 121(2), 130–143.

Petitto, L. (2009). New discoveries from the bilingual brain and mind across the life span: Implications for education. Mind, Brain, and Education, 3(4), 185–197.

Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83(3), 810–820.

Rodriguez, E. T., & Tamis‐LeMonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten. Child Development, 82(4), 1058–1075.

Romaine, S. (1989). The role of children in linguistic change. Breivik, LE & Jahr, EH Eds, 199–226.

Saunders, G. (1988). Bilingual Children: From Birth to Teens. ERIC.

Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14(3), 245–302.

Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five‐year longitudinal study. Child Development, 73(2), 445–460.

Sénéchal, M., & LeFevre, J. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85(4), 1552–1568.

Sénéchal, M., Pagan, S., Lever, R., & Ouellette, G. P. (2008). Relations among the frequency of shared reading and 4-year-old children’s vocabulary, morphological and syntax comprehension, and narrative skills. Early Education and Development, 19(1), 27–44.

Snowling, M. J., & Hulme, C. E. (2005). The science of reading: A handbook. Blackwell Publishing.

Sonnenschein, S., & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly, 17(3), 318–337.

Stephenson, K. A., Parrila, R. K., Georgiou, G. K., & Kirby, J. R. (2008). Effects of home literacy, parents’ beliefs, and children’s task-focused behavior on emergent literacy and word reading skills. Scientific Studies of Reading, 12(1), 24–50.

Stewart, J. H. (2005). Foreign language study in elementary schools: Benefits and implications for achievement in reading and math. Early Childhood Education Journal, 33(1), 11–16.

Article Metrics

Abstract view : 150 times | PDF view : 27 times

Refbacks

There are currently no refbacks.

This is a website that publishes an open-access article distributed under Licensed Creative Commons License the terms of the Creative Commons Attribution 4.0 International License.

Username
Password
Remember me