Wong-Fillmore, L. (1991). When Learning a Second Language Means Losing the First. Early Childhood Research Quarterly 6, 323-46. [Judy Hicks, Abstract #2]

Study

Rationale: Language loss requires explanation

Research Questions:• Under what conditions and how do children lose their L1?• How does EO or Bilingual education contribute to

language loss?

Methods: Interviews of 1,100 families (conducted by volunteers) with 43 forced-choice and 2 open-ended questions. Approx 1/3 of the families (the comparison group) had children in Spanish-only preschools the other families (main sample group) were representative of the other L1s in CA. 98% of families had an L1 other than English. Strengths:

•Large N, exhaustive interviews, representative sample of families; main sample group and comparison group included

•Detailed analyses on a number of dimensions (type of preschool, birth order of child, length of residence, primary caregiver, etc.)

Weaknesses:

•It is impossible, from this data, to draw causal conclusions between language use in preschool programs and shifts in language use at home.

•The comparison sample is all Spanish-speaking, while the main sample is all other L1s. This seems problematic re: cultural differences.

•The study is descriptive, but it lacks an exploration of the “hows” of language loss and language learning.

Findings/Theories developed from the data

•The younger children are when they learn English, the more dramatic the effect on language use in their homes.

•Powerful forces for assimilation speed language loss.

•Parents lose the ability to socialize their children.

•Children should not be required to learn English until they have a firm grasp on their L1.

Comparison Sample Group Main Sample Group