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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES DO THI NGOAN A CASE STUDY ON FACTORS INFLUENCING BILINGUAL DEVELOPMENT OF A 6-YEAR-OLD CHILD AS PERCEIVED BY THE PARENTS Nghiên cứu trường hợp điển hình số yếu tố ảnh hưởng tới phát triển song ngữ trẻ tuổi quan điểm bố mẹ M.A THESIS Field: English Teaching Methodology Code: 8140231.01 HANOI – 2021 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES DO THI NGOAN A CASE STUDY ON FACTORS INFLUENCING BILINGUAL DEVELOPMENT OF A 6-YEAR-OLD CHILD AS PERCEIVED BY THE PARENTS Nghiên cứu trường hợp điển hình số yếu tố ảnh hưởng tới phát triển song ngữ trẻ tuổi quan điểm bố mẹ M.A THESIS Field: English Teaching Methodology Code: 8140231.01 Instructor: Assoc Prof Le Van Canh, Ph.D HANOI – 2021 DECLARATION I hereby declare that this thesis represents my own work which has been done after registration for the degree of English Teaching Methodology at the University of Languages and International Studies – Vietnam National University, and has not been previously included in a thesis or dissertation submitted to this or any other institution for a degree, diploma or other qualifications I certify that the intellectual content of this thesis is the product of my own work and that all the assistance received in preparing this thesis and sources have been acknowledged Signature: …………………… Do Thi Ngoan, ……………… , 2021 i ACKNOWLEDGEMENTS On the completion of this thesis, I would like to express my deepest gratitude to my instructor, Assoc prof Le Van Canh, Ph.D for his patience, invaluable experience, precious guidance and expert knowledge in the field of this study I have learned a lot from my instructor both academically and personally all throughout the years I studied a master degree He has been a perfect model role for me I will always be thankful to him in my future career Without his valuable time, guidance and feedback from the early stage of shaping the idea for the thesis, working out the research proposal to the final stage of writing up the thesis, I would have never completed this thesis Next, I owe a special debt of gratitude to my beloved colleague, also my close friend, Ms Nguyen Thi Lan Anh and her daughter for their participation in this study Without them, this study could not have been completed I also take this opportunity to express my gratitude to all the lecturers in the Faculty of Graduate Studies, ULIS, VNU for their valuable lectures Last but not least, I would like to thank my parents, my friends who have been a constant source of encouragement, support, love, and care during the course of my writing ii ABSTRACT The purpose of the current study was to examine factors at home environment that influenced the bilingual development of a 6-year-old sequential bilingual At the same time, this study attempted to figure out challenges faced by the mother in raising a bilingual child The participants of the study were a 6year-old child and her mother Following a qualitative research design, data were collected via observation of natural interactions between the child and her family members, and a semi-structured interview with the mother The gathered data were transcribed and then analyzed for interaction patterns and evidence of scaffolding in the interactions between the child and her family members, evidence of language development that resulted from the scaffolded interactions, activities that motivated such scaffolded interactions The findings from the qualitative data analysis suggested that quality and quantity of language input, interactions, and home environment were some main factors that facilitated the child‟s bilingual development Also, analysis of gathered data from the interview revealed some challenges faced by the mother which were time management and the child‟s lack of concentration at school This study also provided several pedagogical implications for those interested in the raising of young sequential bilinguals iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii CHAPTER I: INTRODUCTION 1.1 Rationale of the study 1.2 The aims and objectives of the study 1.3 Research questions 1.4 Significance of the Study 1.5 Scope of the Study 1.6 Methods of the study 1.7 Structure of the thesis CHAPTER II: LITERATURE REVIEW 2.1 Language Acquisition 2.1.1 Definition of language acquisition 2.1.2 Theories of children language acquisition 2.2 Bilingual Development 2.2.1 Definition of bilinguals 2.2.2 Simultaneous bilinguals and sequential bilinguals 10 2.2.3 Strategies to raise bilingual children 13 2.2.4 Influential factors on the bilingual development 14 CHAPTER III: RESEARCH METHODOLOGY 17 3.1 Description of the context of the Study 17 3.2 Case study 18 3.2.1 What is a case study? 18 3.2.2 Rationale for the use of a case study 19 iv 3.3 Data collection instruments and analysis 23 3.3.1 Data collection instruments 23 3.3.2 The Researcher‟s Role 26 3.3.3 Data analysis: qualitative data analysis 26 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 29 4.1 Evidence of the child‟s language development 29 4.2 Research Question 32 4.3 Research Question 43 4.4 Research Question 45 CHAPTER V: CONCLUSION 46 5.1 The study‟s major findings 46 5.2 Pedagogical implications 47 5.3 Limitations of the study 48 5.4 Suggestions for further studies 49 REFERENCES 50 APPENDIXES I Appendix A: Semi-structured interview questions I Appendix B: Natural conversations between the child and her family members XIV v CHAPTER I: INTRODUCTION This study investigated influential factors on the bilingual development of a 6year-old child This chapter aims to present an overview of the study 1.1 Rationale of the study It is estimated that the number of bilinguals accounted for two-thirds of the world‟s population (Crystal, 2003) The world is becoming increasingly globalized and the ability to speak a second language, no matter what language it is, may bring a person numerous advantages As a result, bilingual education among children has become increasingly common in many families In Vietnam, there has been a greater demand among parents for exposing their pre-school children to English According to the results of an online survey conducted by the Management Board of National Foreign Languages Project, over 75% of public nursery schools and over 20% private nursery schools across Vietnam introduced activities exposing their students to English, which was an increase of 20.3%, 26.4%, and 30.5% as compared with the years 2017, 2016, 2015 respectively In Hanoi, there were approximately 50.000 pre-school children in nearly 400 nursery schools in 12 different districts could participate in ESL activities in 2018 In general, according to the evaluation by parents and schools, these activities were well done with the investment in facilities, contents, methods, and teachers Children eagerly took part in these activities, which in turn helped develop their cognition, skills, and confidence in communication A lot of research has proved the benefits of bilingualism to children such as Poulin-Dubois (2011), Bialystock (2001), Hakuta (1986) However, the influential factors on bilingual development among children in the early years have been understudied This short study called “a case study on factors influencing bilingual development of a 6-year-old child as perceived by the parents”, therefore, will make an attempt to narrow the above gap by investigating factors influencing the bilingual development of a 6-year-old girl The mother in this study used to be the researcher‟s colleague over a two-year period They were both English teachers at an English center that provided business English courses to adults The researcher really admired the mother for successfully raising a bilingual child, meanwhile some other colleagues who also had children at approximately the same age could not This was also one of the reasons that encouraged the researcher to discover what conditions the mother in this study created to support her child‟s bilingual development 1.2 The aims and objectives of the study This study aimed to investigate factors influencing early bilingual development of a 6-year-old child Besides, it examined challenges faced by the mother in raising a bilingual child Following objectives would facilitate the achievement of this aim First, the study analyzed natural conversations between the child and her family members to figure out interaction patterns, scaffolding evidence, evidence of language development, and activities that facilitated such scaffolded interactions Next, it explored the affective factors and challenges in raising a bilingual child as self-reported by the child‟s mother 1.3 Research questions To achieve the above-mentioned goal, the study attempted to find answer to the three following research questions: - What factors influence the early bilingual development of the child as selfreported by the mother? - What challenges are there in raising a bilingual child according to the mother‟s self-report? - What can be learned about early bilingualism from this specific case? 1.4 Significance of the Study Theoretically, the current study fills a gap in the bilingual development literature by investigating affective factors that seem to facilitate the bilingual development of the 6-year-old child Practically, the findings of the study hope to function as a reference that helps parents and teachers who are interested in assisting or facilitating bilingual development among young children 1.5 Scope of the Study This study focused on examining factors influencing a 6-year-old sequential bilingual‟s language development under the context of home interactions between the child and her family members, especially between the child and her mother Also, the study attempted to figure out some challenges faced by the child‟s mother in raising her bilingual child The case under investigation currently uses English to communicate with her mother and Vietnamese with other family members The study investigated the child‟s bilingual development over a one-year period from age to xong phải chờ năm thấy kết Xong ngày phải uốn, không bỏ qua ngày Ngày nạp lượng input đầu vào từ nguồn chuẩn, nghe nghe, nghe xong đọc, đọc lại, nói chuyện, nói tiếng Anh Đấy khơng có input mà output qua nói viết R: Đúng chị M: Mà trẻ dễ em, cần tạo tình u với ngơn ngữ tự muốn tìm hiểu thêm Trẻ mà cho nghe hát, đọc truyện, học qua chơi R: Mà bố mẹ biết tiếng dễ M: Chuẩn Nhưng khơng biết hỗ trợ mà Bọn bé nhạc vui nhộn, sách truyện nhiều ảnh bắt mắt vào Lớn tí K.A rảnh chị cho thuyết trình, quay video, thích quay video lắm, kể lại chuyện review đồ chơi R: K.A toàn thấy review trứng M: Đấy, người ta biết cách lấy tiền bố mẹ Nó bảo sưu tập trứng có tới hàng trăm em R: Nhưng mà cháu em tồn xé sách thơi, chả biết dụ đọc kiểu M: Ừ tùy đứa với tùy giai đoạn Tạo đam mê đọc sách tốt nhất, cố gắng tạo khơng khí thật vui vẻ Ví dụ đọc động vật giả tiếng kêu, hỏi, tương tác thật nhiều vào em Nhiều chị bịa nội dung ấy, chả theo hết nội dung sách (cười) R: Bịa mà vui vui chúng lại thích thú M: Ờ, với phải có kế hoạch em, chị vốn lười nên phải tham gia challenge post lên facebook, mẹ mà khơng làm tự thấy xấu hổ Mỗi ngày thơi được, 10-30 phút ngày tuần học tiếng XII R: K.A thấy chăm đăng suốt M: Hôm quay em, chị cịn kiên nhẫn bố mà quay chưa đầy phút tắt để nghịch điện thoại Nhưng đăng nhiều q Facebook giới hạn, có hơm chả đăng R: Chị mua điện thoại M: Ừ đây, mua này cho dung lượng nhiều quay thoải mái, trước suốt ngày đầy dung lượng, lại phải xóa bỏ video XIII Appendix B: Natural conversations between the child and her family members years - years months Conversation No 1: (Mom and daughter are drawing pictures) - Daughter: mẹ - Mom: what? - Daughter: (point at her paper) mine - Mom: oh, this is your paper? - Daughter: (point at her paper) This is your paper - Mom: yeah - Daughter: (point at her mom’s paper) This is my paper - Mom: Ok, it‟s your paper, and this is my paper What you want me to draw? Do you want to draw the sun? - Daughter: mẹ draw sun - Mom: OK draw the sun OK (Mom is drawing the sun) I will draw the circle first, and some lines outside Here is the circle and the lines Conversation No (The child is having meals with parents and grandparents in a restaurant) - KA: Hmm, mùi hăng - Ơng: mùi lẩu cá, ngon - K.A: thích mùi Mùi quen quen Mùi mùi nước tôm nhở Bi ơi, Bi ơi, hát: la la la la… XIV - Ơng: Bi uống nước đấy? - K.A: Nước cam Conversation No (Mom and daughter are reading a book called “Pig out” in the series “All abroad reading) - Mom: “Pig out” Let‟s go with first page, over here OK - Daughter: Mama pig looked out the… - Mom: window - Daughter: the Sun… - Mom: was up - Daughter: the bird (s)… - Mom: were singing - Daughter: Let‟s go on - Mom: a picnic - Daughter: said Mama… - Mom: said Mama Pig - Daughter: “Yes” said Papa Pig “Yes” said the the (little) pig - Mom: we will get the picnic…basket The little Pig found the basket - Daughter: No ma…kit (basket) - Mom: No basket? They carried the basket into the kitchen - Daughter: then… - Mom: then they put in lots of…? years months – years months XV Conversation No 4: (Mom and daughter are playing a games in which they jump on different shapes drawn on the floor) - Mom: Are you ready to play? - Daughter: I‟m ready - Mom: louder - Daughter: I‟m ready - Mom: Here… - Daughter: we go - Mom: Stand on the star Where is the star? - Daughter: Bu…um (jump on the star) - Mom: stand on the heart! Honey, where‟s the heart? - Daughter: (jump on the heart) - Mom: Stand on the circle! - Daughter: Bu…um (jump on the circle) - Mom: stand on the triangle! Where is the triangle? - Daughter: …(looking for the triangle) - Mom: Mommy will stand on triangle - Daughter: here (jump on the heart) - Mom: this is the heart, baby One, two, three, triangle Bu…um - Daughter: (jump on the triangle) Conversation No 5: (The child is reading book named “Sightwords”) - Daughter: I eat I swim I skate I run I need (read) I sleep I like pizzas I like apples I like bananas I like carrots I like biscuits - Mom: what? XVI - Daughter: eggs I like eggs I like cookies I like cakes - Mom: uhm… - Daughter: I like… - Mom: point at the word - Daughter: (pick up a pencil to point at the words) I like my dog I like my fish - Mom: Point, honey - Daughter: I like my cat - Mom: where? - Daughter: here (point at the word “cat”) - Mom: uhm Point - Daughter: I like my car I like my ball I like my plane I like my books - Mom: uhm - Daughter: I see my dog I like my dog I see my cat I see like my cat I see my fish I like my fish I like my pets I can see my ball I like my ball I can see my duck I like my duck I can see my dog I like my dog I can like my toys - Mom: the last page (point at the words) - Daughter: I show, I show - Mom: OK - Daughter: only this, and this, and this, OK? Only one, two, three (the kid points at sentences that she wants to read instead of the whole page) - Mom: the last page OK - Daughter: I can see the dog I like the dog I can, I see the cat I like the cat I can see the fish I like the fish The fish can swim XVII Conversation No 6: (The family go for a swim in a resort near their house The father is swimming in the lake, the mother and the daughter are standing on a boat.) - Bố: Bố đỡ lên Nào, trèo vào tay bố - K.A: bố đỡ - Bố: Đấy, trèo tiếp Thêm bước - K.A Không, sợ (Talk to her mom) Do you want to go and swim with me? - Mẹ: No - (Bố lên đỡ cho bé nhảy xuống hồ) - Mẹ: How you feel? - Bố: bơi đi, bơi bố - Mẹ: What are you doing? - K.A: It‟s cool, cool, cool years months – years months Conversation No 7: (Mom and daughter are reading a book called “Whose bottom?”) - Daughter: Do it again - Mom: OK Whose bottom is this? It‟s….uhmmm Let me think about it It looks like an elephant YEAH XVIII - Daughter: (lift the animal’s face, and both mom and kid start laughing loudly looking at the animal’s face) - Mom: It‟s not an elephant It‟s a mousie - Daughter: Yeah It‟s a mousie Very purple - Mom: a purple mousie - Daughter: (turn over the next page) - Mom: I know it‟s a bottom of a chicken Yeah - Daughter: (laughing while lifting the animal’s face) - Mom: la…la la It‟s a bottom of a …a… Oh, it‟s a bottom of a duckie Oh my goodness - Daughter: (laughing loudly, turning over the next page) - Mom: I know it‟s the bottom of a dog It‟s a dog - Daughter: (laughing and lifting its face) - Mom: Oh, it‟s a monkey - Daughter: again (turning over the next page) - Mom: let me see It looks like the bottom of an….elephant Elephant, elephant, la…la…la - Daughter: (lifting the animal’s face and laughing) - Mom: It‟s a pig - Daughter: Yes, it‟s a pig (turning over the next page) - Mom: I know for sure This is the bottom of a squirrel - Daughter: (laughing and lifting the animal’s face) - Mom: silly me, again I‟m really bad at guessing games Conversation No 8: (The child is doing finger maths in Vietnamese) XIX - Mẹ: câu chuẩn bị, + + – + + = ? - Con: - Mẹ: xác Nào nói to Câu chuẩn bị + – + – + + =? - Con: - Mẹ: xác Câu chuẩn bị + – + + – + + – + = ? - Con: - Mẹ: xác! Rồi chuẩn bị, câu chuẩn bị Nào, tay phải nào, tay phải đâu – + + – + + – = ? - Con: Bằng, ơ… 14 - Mẹ: Đúng rồi, xác Nào câu cuối đi, câu Chuẩn bị +2+5–9+3+1–2=? - Con: - Mẹ: Chính xác, OK Conversation No 9: (The child is doing finger maths in English) - Mom: seven minus six, plus one, plus five equals? - Daughter: seven - Mom: correct! Three minus one, plus seven, minus eight equals? - Daughter: equals one - Mom: Correct! OK, five plus three, minus seven, plus two equals? - Daughter: Haizzz, plus two, minus seven, plus eight I‟ve got three - Mom: good! Nine minus eight, plus six, minus seven equals? - Daughter: zero - Mom: perfect! Nine minus eight, plus eight, minus nine equals? - Daughter: equal zero XX - Mom: very good, the last time, - Daughter: Let‟s me start with the homework mom - Mom: Nine … - Daughter: Homework - Mom: Ok years months – years Conversation No 10: (The child and her father have gone to Hanoi, and they are sitting in a café.) - Bố: K.A hôm lên Hà Nội chơi có vui khơng? - K.A: Yes, I am really having fun Yes, I‟m having fun, I‟ve got a candy, eggs and ice-cream - Bố: Thế có nóng khơng - K.A: Yes, It‟s really ho hot - Bố: Có mệt khơng? - K.A: Yes - Bố: Mệt à? - K.A: hơi, hơi - (Nhân viên phục vụ đưa bé que kem) - K.A: Wow, I‟m eating icecream - Bố: Uhm (Tới cừa hàng đồ chơi) XXI - K.A: Hello guys, I am in a store - Bố: Uhm - K.A: Today, Look at these colorful stuff Conversation No 11: (Mom and daughter is reading a cloth book, acting out the story) - Mom: (acts as a crying baby) whaaaaa…aa - Daughter: Don‟t cry baby Are you hungry? - Mom: Yes mommy I want something yummy, yummy - Daughter: (put the baby in the chair, put the bib on) - Mom: Oh - Daughter: Thank you, thank you - Mom: (acts as the dad), hello baby You are so dirty Let‟s take a bath - Daughter Yes, dad - Mom: and then, I take off… - Daughter: I take off my clothes And then I come to the bathroom - Mom: wow, daddy, the bathroom is so interesting to take a bath - Daughter: Now, it‟s time to take a bath - Mom: scrub-a-dub-dub - Daughter: my friend, you wanna take a bath? - Mom: Yes, can I take a bath with you? - Daughter: OK, - Mom: scrub-a-dub-dub It‟s time to soap and shampoo - Daughter: come on We are best friends And I have something for you - Mom: uhm XXII - Daughter: I have clothes for you - Mom: I want to wear clothes now Mom can you help me put on my clothes? - Daughter: OK, here - Mom: thank you mommy - Daughter: Now, I would like… - Mom: I wanna go poo poo It‟s potty time Conversation No 12 (The child is reviewing a mobile game) Hi guys, today I‟m going to record with you guys about my favorite game Now if you look closer to all the dragons, you can also go and fight it too The first thing is twister cup, let‟s go and fight This is me, and this is the opponent You tab when attack, and then they die, OK Now you see it is pretty easy so I‟m already in April‟s, but I guess I‟m going to use the same attack all the time Yes it woks or maybe not Well that‟s so easy, and that was a victory for me Then there are a lot of other stuffs, so just events I‟m going to visits, visit another events And this was a little pretty easy for me at first, and you open the chest and a hatch of dragon, new one for me Conversation No 12 (The child is practising roller skate) - Mom: OK - Daughter: Hello guys, today I play roller skate So step one, I really want to some roller skate „cause I already buy a…you know I‟m slipping, I‟m slipping away - Mom: so step one? XXIII - Daughter: step one, try to like an elephant - Mom: can you handle it? - Daughter: yep - Mom: be careful - Mom: but the first you need to manage is to stand first And step 2, step 2, what is it? - Daughter: try to stop, oh, oh No, no, stop - Mom: you need to use the brake - Daughter: OK, I can stop OK, step I try to stand still - Mom: stand still? - Daughter: Yes - Mom: OK, and step number 4? - Daughter: Step number 4, then I look and skate around, and can you it? - Mom: I‟m not sure - Daughter: I‟m going this way and back to you - Mom: and back to me - Daughter: Oh I it Stop, but just stop - Mom: so that‟s all for today? - Daughter: Yes, that‟s all for today, bye! XXIV - Mom: Wow, what‟s that? Can I see it? Is it a piece of pizza? I love pizza Pizza is my all time favorite Can I eat it? Can I take a bite? - Daughter: Try it - Mom: OK, Aaaaa! My goodness! It‟s not a piece of pizza What is it? Is it a monster? - Daughter: It‟s a monster candy corn - Mom: I‟ve never seen such a scary monster before - Daughter: (Act as a monster, eating mommy) - Mom: No, no, no, no, don‟t eat me Oh my god! Look at it Conversation No 13 (The child has just caught a long-horned beetle and is showing it to her dad) - K.A: Xin giới thiệu xén tóc vừa bắt Màu đẹp bố nhỉ? - Bố: Ừ - K.A: Con để lên tay được, thích tay - Bố: Đưa bố thử cho cắt tóc xem - K.A: Gọi xén tóc biết cắt tóc bố? - Bố: thấy chưa, cắt (tóc) ln Con thích cắt tóc khơng? - K.A: Không - Bố: Hay mang cho cắt tóc, đỡ phải cắt? XXV - K.A: khơng, muốn cắt tóc - Bố: này, úi, sợ khơng Nó kéo XXVI ... BILINGUAL DEVELOPMENT OF A 6- YEAR-OLD CHILD AS PERCEIVED BY THE PARENTS Nghiên cứu trường hợp điển hình số yếu tố ảnh hưởng tới phát triển song ngữ trẻ tuổi quan điểm bố mẹ M.A THESIS Field: English... nursery MP3 songs using a Craven mini speaker for one or two hours a day The child had watched those songs on TV, so when she listened to them on a mini, she could understand and imagine the songs‟... collection instruments 23 3.3.2 The Researcher‟s Role 26 3.3.3 Data analysis: qualitative data analysis 26 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 29 4.1 Evidence of
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