Multilingualism and the Role of Sibling Order

Benjamin Kinsella, Ph.D. (2019), Rutgers University, is a researcher working at the intersection between data science, human centered design, and social impact. After completing his Ph.D., Benjamin now works for DataKind, bringing together interdisciplinary approaches to help solve humanitarian issues.

• AcknowledgmentsList of Figures and Tables1 IntroductionTheoretical Background: Child Bilingualism and the Role of Sibling Order in Heritage Language MaintenanceIntroduction1 Linguistic Outcomes Related to Child Heritage Speakers2 Language Socialization Practices and Family Language Policy3 The Role of Birth Order in Multilingual Families4 The Current Study2 Local Context and Methods1 Local Context of NJ Latino Community2 Participants of the Current Study3 Summary of Protocols4 Data Analysis5 Researcher Positionality3 Siblings’ Language Use PatternsConnections between Linguistic DomainsIntroduction1 Siblings’ Language Background and Reported Proficiencies2 Results from Expressive Vocabulary Assessments3 Siblings’ Oral Narratives in Spanish4 Conclusions4 Siblings’ Language Ideologies and IdentitiesIntroduction1 Siblings’ Language Ideologies in Support of Bilingualism2 Siblings’ Negative Language Ideologies toward Bilingualism3 Siblings’ Language Identities and Group Memberships4 Conclusions5 Siblings’ Language Practices in the Home and CommunityIntroduction1 The Home Language Practices of Daniel and Mia (Family 1)2 The Home Language Practices of Brent and Kyle (Family 2)3 The Home Language Practices of Benito and Oscar (Family 3)4 The Home Language Practices of Samuel and Kendra (Family 4)5 The Home Language Practices of Lani and Leo (Family 5)6 The Home Language Practices of Bryce and Melvin (Family 6)7 Conclusions6 Siblings’ Language Practices in the SchoolIntroduction1 The School Language Practices of Daniel and Mia (Family 1)2 The School Language Practices of Brent and Kyle (Family 2)3 The School Language Practices of Benito and Oscar (Family 3)4 The School Language Practices of Samuel and Kendra (Family 4)5 The School Language Practices of Lani and Leo (Family 5)6 The School Language Practices of Bryce and Melvin (Family 6)7 Conclusions7 ConclusionRethinking Heritage Language Maintenance in the U.S.Introduction1 Summary of Findings2 Discussion3 Limitations and Directions for Future ResearchAppendixReferencesIndex