The phonological development of children in heritage language communities represents a complex and dynamic area of study, encompassing the linguistic, cognitive, and sociocultural dimensions of language acquisition. This research project seeks to investigate the phonological development of children in heritage language communities, aiming to provide a comprehensive understanding of how heritage language maintenance and exposure influence the acquisition and development of phonological skills. Heritage language communities, characterized by the transmission of a minority or ancestral language across generations, present a unique context for the study of phonological development. The linguistic environment in heritage language communities often involves exposure to multiple languages, varying degrees of language proficiency, and sociocultural factors that shape language use and maintenance. As a result, children growing up in heritage language communities navigate complex linguistic landscapes that impact their phonological awareness, speech production, and language proficiency. The study aims to explore the influence of heritage language exposure on children's phonological development, addressing the challenges and opportunities associated with heritage language maintenance. By investigating the phonological awareness, speech production, and language proficiency of children in heritage language communities, the research seeks to elucidate the unique phonological trajectories and patterns of variation that emerge in these linguistic environments. Furthermore, the project will examine the sociolinguistic factors affecting phonological skills in heritage language communities, considering the role of language maintenance, language socialization, and identity construction in shaping children's phonological development. It will also explore the implications of heritage language phonological development for educational practices, including heritage language instruction, phonological assessment, and intervention strategies aimed at supporting phonological skills in heritage language learners. In conclusion, this research project aims to contribute to our understanding of the phonological development of children in heritage language communities, shedding light on the complex interplay between heritage language maintenance, exposure, and phonological skills. By investigating the linguistic, cognitive, and sociocultural dimensions of phonological development in heritage language environments, the study seeks to provide insights into the unique challenges and opportunities faced by children growing up in heritage language communities, thereby enriching our knowledge of language acquisition and maintenance in diverse sociolinguistic contexts.

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