FACTORS AFFECTING PROFICIENCY AMONG GUJARATI HERITAGE LANGUAGE LEARNERS on THREE CONTINENTS a Dissertation Submitted to the Facu
FACTORS AFFECTING PROFICIENCY AMONG GUJARATI HERITAGE LANGUAGE LEARNERS ON THREE CONTINENTS A Dissertation submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Linguistics By Sheena Shah, M.S. Washington, DC May 14, 2013 Copyright 2013 by Sheena Shah All Rights Reserved ii FACTORS AFFECTING PROFICIENCY AMONG GUJARATI HERITAGE LANGUAGE LEARNERS ON THREE CONTINENTS Sheena Shah, M.S. Thesis Advisors: Alison Mackey, Ph.D. Natalie Schilling, Ph.D. ABSTRACT This dissertation examines the causes behind the differences in proficiency in the North Indian language Gujarati among heritage learners of Gujarati in three diaspora locations. In particular, I focus on whether there is a relationship between heritage language ability and ethnic and cultural identity. Previous studies have reported divergent findings. Some have found a positive relationship (e.g., Cho, 2000; Kang & Kim, 2011; Phinney, Romero, Nava, & Huang, 2001; Soto, 2002), whereas others found no correlation (e.g., C. L. Brown, 2009; Jo, 2001; Smolicz, 1992), or identified only a partial relationship (e.g., Mah, 2005). Only a few studies have addressed this question by studying one community in different transnational locations (see, for example, Canagarajah, 2008, 2012a, 2012b). The current study addresses this matter by examining data from members of the same ethnic group in similar educational settings in three multi-ethnic and multilingual cities. The results of this study are based on a survey consisting of questionnaires, semi-structured interviews, and proficiency tests with 135 participants. Participants are Gujarati heritage language learners from the U.K., Singapore, and South Africa, who are either current students or recent graduates of a Gujarati School.
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