چکیده:
Today in multilingual contexts, many parents prefer to rear
their children in the dominant language rather than in their
mother tongue. This phenomenon is widespread among native
speakers of Kalhuri dialect of the Kurdish language in the
multilingual context of Iran, too. Being such a widespread
issue, bilinguality has attracted increasing research interest
and, accordingly, some studies have evidenced its effects on
learning an additional language while some others have
provided counterevidence in this regard. The present study
chiefly intended to see if there was any difference between
Kalhuri Kurdish learners reared monolingually (using
Persian) and the ones reared bilingually (using both Kalhuri
and Persian) in terms of their achievement in English. In
addition, it aimed at exploring the relationship between gender
and socioeconomic status and bilinguality vs. monolinguality.
To achieve these purposes, data were gathered from 200
bilingual and 200 monolingual Kurd students, living in
Kermanshah, whose parents' native language was the Kalhuri
dialect of Kurdish. Analyses of the data indicated that
although gender had no significant relationship with
bilinguality vs. monolinguality, most students from low
socioeconomic class were reared bilingually. Moreover, the
students reared bilingually outperformed their monolingual
counterparts in terms of achievement in English.
خلاصه ماشینی:
Attributes used to classify the participants into three socioeconomic groups SES Place of residence Parents' income rate Parent's/(s') education level High Uptown neighborhoods 2 million Tomans and MA/MS or above above Mid Midtown neighborhoods 1 to 2 million Tomans BA/BS Low Downtown Below 1 million Below BA/BS neighborhoods Tomans Table 2 shows the details regarding the distribution of the participants in different groups based on their language status (monolingual vs.
Distribution of participants in different groups Language Status SES Total High Mid Low Monolingual 110 Male 71 Male 19 Male 200 Male 54 34 7 95 Female Female Female Female 56 37 12 105 15 85 100 200 Male Male Male Male Bilingual 6 40 46 92 Female Female Female Female 9 45 54 108 3.
42 According to the table, the mean of the English language achievement test scores of the bilingual participants (16.
Descriptive statistics of English language achievement test scores of different groups of participants Group N Mean SD Language Status Bilingual 200 16.
Descriptive statistics of English language achievement test scores of different groups of participants Group N Mean SD Language Status Bilingual 200 16.
Effect of the interaction of gender and socioeconomic status on bilinguals' English language achievement test scores / The above figures indicate a significant interaction of the two variables in both language groups.
The analyses showed that in the monolingual group the interaction of gender and socioeconomic status was significant and male participants with low socioeconomic status achieved significantly better test scores (Mean=14.