Evaluating Proficiency and Communicative Competence in Heritage Brazilian Portuguese
Author ORCID Identifier
https:// orcid.org/ 0000-0003-0074-2189
Document Type
Paper Presentation
Presenter Language
English
Research Area
Applied linguistics
Location
MBSC Dodge Room 302
Start Date
19-10-2024 11:30 AM
End Date
19-10-2024 12:00 PM
Abstract
In the field of bilingualism, there is a need to better understand bilinguals’ language proficiency, and their communicative competence (Harrington, 2008; Hulstijn, 2015, Polinsky, 2018; Polinsky & Kagan, 2007). This is particularly crucial for heritage languages, which have been understudied in terms of language proficiency. The scarcity of research is even more pronounced for Brazilian Portuguese as a heritage language (xxxxxxxx). To address this gap, we developed an objective measure of proficiency for Brazilian Portuguese as a heritage or second language, based on the frequency of lexical items. This test has been both internally and externally validated (xxxxxxxx). Our test is modeled after Nation’s (1990) vocabulary levels test for English, providing an indirect measure of a speaker's experience with the language. To further assess heritage speakers’ communicative competence, we conducted a semi-guided interview designed to elicit a wide range of language structures. Both assessments were administered to 19 heritage speakers of Brazilian Portuguese residing in the Northeastern United States. The results from the vocabulary test show a downward trend in accuracy, indicating that heritage speakers are more familiar with frequent lexical items and struggle with less common words (χ2(4) = 10.4, p < .05). In the semi-guided interviews, participants' performance was rated by two native Brazilian Portuguese speakers using specific functional rubrics that indicates which goals speakers are able to achieve in the target language, assessing participants communicative competence. A correlational analysis revealed a strong positive correlation between vocabulary knowledge and communicative competence (r = 0.52, p < .05). We interpret these findings to suggest that the vocabulary test is a valid measure of language proficiency for heritage speakers. Adequate and efficient lexical knowledge appears to be essential for successfully achieving functional or communicative language tasks. Conversely, a less robust lexicon hinders the ability to meet these communicative goals in the target language. Additionally, we present preliminary data on the correlation between proficiency measures and sociolinguistic variables in heritage speakers of Brazilian Portuguese.
Keywords: Heritage Languages, Brazilian Portuguese, Communicative Competence, Proficiency, Lexical Knowledge, Language Assessment
References:
Harrington, M. (2008). Lexical facility: Size, recognition speed and consistency as dimensions of second language vocabulary knowledge. Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137- 37262-8
Hulstijn, J. H. (2015). Language proficiency in native and non-native speakers: Theory and research. John Benjamins Publishing Company.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Heinle & Heinle Publishers.
Polinsky, M. (2018). Heritage languages and their speakers. Cambridge University Press. https://doi. org/10.1017/9781107252349
Polinsky, M., & Kagan, O. (2007). Heritage languages: In the ’wild’ and in the classroom. Language and Linguistics Compass, 1. https://doi.org/10.1111/j.1749-818X.2007.00022.x
Evaluating Proficiency and Communicative Competence in Heritage Brazilian Portuguese
MBSC Dodge Room 302
In the field of bilingualism, there is a need to better understand bilinguals’ language proficiency, and their communicative competence (Harrington, 2008; Hulstijn, 2015, Polinsky, 2018; Polinsky & Kagan, 2007). This is particularly crucial for heritage languages, which have been understudied in terms of language proficiency. The scarcity of research is even more pronounced for Brazilian Portuguese as a heritage language (xxxxxxxx). To address this gap, we developed an objective measure of proficiency for Brazilian Portuguese as a heritage or second language, based on the frequency of lexical items. This test has been both internally and externally validated (xxxxxxxx). Our test is modeled after Nation’s (1990) vocabulary levels test for English, providing an indirect measure of a speaker's experience with the language. To further assess heritage speakers’ communicative competence, we conducted a semi-guided interview designed to elicit a wide range of language structures. Both assessments were administered to 19 heritage speakers of Brazilian Portuguese residing in the Northeastern United States. The results from the vocabulary test show a downward trend in accuracy, indicating that heritage speakers are more familiar with frequent lexical items and struggle with less common words (χ2(4) = 10.4, p < .05). In the semi-guided interviews, participants' performance was rated by two native Brazilian Portuguese speakers using specific functional rubrics that indicates which goals speakers are able to achieve in the target language, assessing participants communicative competence. A correlational analysis revealed a strong positive correlation between vocabulary knowledge and communicative competence (r = 0.52, p < .05). We interpret these findings to suggest that the vocabulary test is a valid measure of language proficiency for heritage speakers. Adequate and efficient lexical knowledge appears to be essential for successfully achieving functional or communicative language tasks. Conversely, a less robust lexicon hinders the ability to meet these communicative goals in the target language. Additionally, we present preliminary data on the correlation between proficiency measures and sociolinguistic variables in heritage speakers of Brazilian Portuguese.
Keywords: Heritage Languages, Brazilian Portuguese, Communicative Competence, Proficiency, Lexical Knowledge, Language Assessment
References:
Harrington, M. (2008). Lexical facility: Size, recognition speed and consistency as dimensions of second language vocabulary knowledge. Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137- 37262-8
Hulstijn, J. H. (2015). Language proficiency in native and non-native speakers: Theory and research. John Benjamins Publishing Company.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Heinle & Heinle Publishers.
Polinsky, M. (2018). Heritage languages and their speakers. Cambridge University Press. https://doi. org/10.1017/9781107252349
Polinsky, M., & Kagan, O. (2007). Heritage languages: In the ’wild’ and in the classroom. Language and Linguistics Compass, 1. https://doi.org/10.1111/j.1749-818X.2007.00022.x