Acceso usuarios
Layal Husain
, Virginia Lam, Martin Pinder
There were already calls for more longitudinal research on younger bilinguals before the COVID-19 pandemic, which added another layer of complexity to their development. This study followed the language and social-developmental outcomes of primary-school pupils before and after the pandemic lockdowns, specifically examining changes in language exposure and proficiency and social identities and competences. Design and methodology: Eighty-eight mostly British-born English-dominant pupils (initial ages 4–9), including a subset ( N = 19) who attended heritage language (HL) complementary schools (CS), were assessed in 2019 (Time1), and reassessed in 2021 (Time2) after a 2020 time point was interrupted by school closures. Data and analysis: Individual interviews, at each time point, used measures for perceived language proficiency and exposure, ethnic/heritage and British/national identities, social competences and family affluence (FA), for exploring changes over the pandemic. At Time2, measures on pandemic-period learning engagement were included to explore their possible effects. Findings and conclusions: Controlling for age and FA, children reported lower social competences at Time2 compared with Time1. At both time points, CS-attendees reported higher HL proficiency than did non-attendees, who reported a larger Time1–Time2 decline in HL exposure. Pandemic-period HL learning hours were associated with change in cognitive competence. Hierarchical regression models showed that Time1–Time2 change in heritage identification was individually explained by change in HL proficiency, and change in British identification by change in English proficiency, which also contributed to changes across all social competences. Originality: There has been little systematic research on how the pandemic impacted HL, with most studies focusing on English skills or family language practice. This research indicates the longitudinal trajectories of bilingual children’s social development over a period of unprecedented education and homelife disruptions. Significance and implications: While the pandemic variables did not directly contribute to outcomes, findings implicate challenges in maintaining HL exposure, which supports proficiency and identity formation. Recommendations for school-based practice with educators and communities are discussed.
