Language learning environments for Arabic-speaking children in New Zealand: Family demographics and children’s Arabic language exposure

Abstract

The language-learning environments of children growing up bilingual are highly variable. For speech and language therapists (SLTs), understanding the features of these environments can enhance the quality of services. In New Zealand (NZ), the language learning environments for children in Arabic-speaking families are largely unresearched. Participants from 85 Arabic-speaking families living in NZ completed an online survey (with each participant representing one family). The survey collected information about some of the factors which are known to affect children’s bilingual language development. Analysis focused on education levels, parents’ language proficiencies, years in NZ, and language exposure. The Arabic-speaking population in this survey provided a high proficiency Arabic language-learning environment for their children. They had higher than average education levels and reported greater proficiency in Arabic than English. English proficiency in the parents was associated with education levels and length of time in NZ. Exposure to Arabic was predominantly within the home context. The consistent use of Arabic at home combined with a lack of formal teaching of Arabic literacy suggests that these children will be able to speak Arabic but may exhibit limited ability to read and write in Arabic. This information on a sample of Arabic families in NZ may be useful for service and educational planning purposes. SLTs are advised to investigate the individual linguistic environments of children growing up bilingual in Arabic and English in NZ as part of their practice.