Language Preference of Bilingual Preschool Children in Articulating Word-Object Relationships

Authors

  • Arida Susyetina Universitas Kristen Duta Wacana (UKDW), Indonesia

DOI:

https://doi.org/10.33394/jollt.v7i1.1333

Keywords:

bilingual, acquisition, language preference

Abstract

This study attempts to focus on one factor of bilingual acquisition and language differentiation by exploring bilingual preschoolers’ language preference in articulating word-object relationships using concentrated descriptive and associative questions. Ten bilingual preschool children from the middle class families participated in the study. Pre-testing phase was conducted before the actual testing phase and the preschool teachers were consulted to confirm the data collection. These observations on general language bias as well as preferences developed by the males and females participants may have significant implications for language teaching that teachers shall carefully deliberate the kind of classroom culture they would like their learners to experience because strong language bias could possibly develop in language prejudice that may obstruct healthy bilingual development.

Author Biography

Arida Susyetina, Universitas Kristen Duta Wacana (UKDW)

Arida Susyetina is a lecturer at the English Language Education, Universitas Kristen Duta Wacana (UKDW), Yogyakarta Indonesia. She received a bachelor's degree in English literature from Sanata Dharma University Yogyakarta, Indonesia and a master's degree in teaching English Language from De La Salle University Manila, the Philippines. Her interests are in second language acquisition, cross cultural understanding, and international communication.

References

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Published

2020-01-06

How to Cite

Susyetina, A. (2020). Language Preference of Bilingual Preschool Children in Articulating Word-Object Relationships. Journal of Languages and Language Teaching, 7(1), 21–37. https://doi.org/10.33394/jollt.v7i1.1333

Issue

Vol. 7 No. 1 (2019)

Section

Articles

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