First Language Loss and Maintenance in Adolescents and Young Adults from Immigrant Backgrounds
Bibliographic record
Abstract
Abstract\nLanguage attrition is a documented phenomenon that occurs when individuals progressively lose their first language (Schmid et al., 2007). This is particularly common among individuals who relocate to a country that speaks a foreign language that differs from their first language, as the societal language eventually becomes their dominant language. Deterioration and loss of the first language (L1) may result in consequences such as loss of ethnic and cultural identity, leading to the loss of a link to one’s country of origin (Cho & Krashen, 1998). Thus, the present study examined factors that may contribute to L1 attrition. The present study aimed to assess individuals’ L1 skills in relation to their cultural affiliation with their heritage and/or Canadian backgrounds after the participants emigrated from their home country to a foreign country (Canada). This study also looked at whether participants’ L1 skills are preserved if they are residing in a multigenerational household. Participants were instructed to complete a series of surveys that measured their receptive vocabulary size in English, levels of acculturation to the host culture, and language dominance. Participants were also scheduled for a one-on-one Zoom session to assess their verbal fluency in their L1 and English. Group comparisons based on age of arrival and being born in Canada showed differences in self-reports of L1 and L2 skills, enculturation and acculturation. Group differences were also found for groups based on whether or not participants attended school only in Canada or also in another country. Also group differences were found based on differences in language dominance as measured by the bilingual dominance scale. However, no effect was found for participants who lived in a multi-generational home and those who did not. This exploratory study may provide insight into the field of language development and literacy by showing a comprehensive relationship between L1 loss and acculturation.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".