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Example text

Once again alone and under enormous strain, I concentrated on introducing my sons to their new school. My elder son was a ‘balanced’ bilingual at this point and engaged rapidly with his new classmates; his brother understood English but rarely initiated speech. The school allowed me to remain in the classroom as a general ‘helper’ and to interpret. My younger son made the switch very rapidly and, like many ex-pat parents I was shocked to discover, after about a year, that he had almost entirely forgotten how to speak Japanese.

2 Procedures for the fair administration of such tests have been refined over the past twenty or so years, particularly insofar as providing a candidate with a reasonable opportunity to demonstrate ability, without ‘leading’ or influencing the outcome. I found that many of the practices adopted in spoken language testing matched, or exceeded, guidelines for conducting qualitative interviews in anthropological or psychosocial contexts. I feel that my experience helped to avoid pitfalls such as the imposition of preconceived frameworks onto elicited information.

Verschik’s choice of definition via ‘linguistic biography’, a narrative definition, foregrounds the influence of lived experience; made up, perhaps, of more chaotic and more dynamic variables even than the weather. In summary, L1 attrition studies concentrate, although not exclusively, on language change in individuals who had an established L1 but who, due to some ‘major life event’ that probably occurred before age ten to twelve, have lost the ability to use the language to a greater or lesser extent and subsequently gained ‘native’, or near native, fluency in another language.

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