Exploring the Genetic and Environmental Etiologies of Phonological Awareness, Morphological Awareness, and Vocabulary Among Chinese–English Bilingual Children: The Moderating Role of Second Language Instruction

2022 ◽  
Author(s):  
Qiuzhi Xie ◽  
Mo Zheng ◽  
Connie Suk-Han Ho ◽  
Catherine McBride ◽  
Fiona Li Wai Fong ◽  
...  
Keyword(s):  
Second Language ◽  
Phonological Awareness ◽  
Morphological Awareness ◽  
Language Instruction ◽  
Bilingual Children ◽  
Second Language Instruction ◽  
English Bilingual ◽  
Moderating Role

Phonological awareness in young second language learners

1995 ◽  
Vol 22 (2) ◽  
pp. 307-324 ◽  
Author(s):  
Maggie Bruck ◽  
Fred Genesee
Keyword(s):  
Second Language ◽  
Phonological Awareness ◽  
Language Learners ◽  
Second Language Learners ◽  
Phoneme Awareness ◽  
Bilingual Children ◽  
Group Differences ◽  
Bilingual Group ◽  
English Speaking

ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.

scholarly journals Litteraturarbete i ett svenska som andraspråksklassrum

2015 ◽  
Vol 9 (1) ◽  
pp. 9
Author(s):  
Catarina Economou
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Field Studies ◽  
Language Instruction ◽  
Second Language Instruction ◽  
Literature Teaching ◽  
Upper Secondary ◽  
Literature Pedagogy

AbstractThis article considers the role of reading fiction in Swedish as a second language instruction. The study examines how a group of advanced second language learners in a Swedish upper secondary school read, interpret and discuss a contemporary Swedish novel, how they interact with the text and with each other in relation to the text. Furthermore, it analyses which forms of reading the students use. It is a qualitative, empirical study based on field studies, transcriptions of tape recorded interaction and of written texts. The results indicate that second language learners in this context have a positive attitude towards reading and discussing what they read using several forms of reading. They often compare the content of the text to their own lives. One conclusion is that literature teaching and literature can be integrated into one Swedish subject in order to create even more meaningful interactions between students from different backgrounds. Another is that literature can be a means of language development as well as personal development.Keywords: Second language learners, literature pedagogy and didactics, forms of reading, democracy. SammandragDenna artikel handlar om skönlitteraturens roll i skolämnet svenska som andraspråk. Studien undersöker hur en grupp avancerade andraspråksinlärare i en svensk gymnasieskola läser, tolkar och diskuterar en modern svensk roman och hur de interagerar med texten och med varandra i relation till texten. Dessutom analyseras vilka läsarter som eleverna använde sig av. Den är en kvalitativ, empirisk studie som baseras på fältstudier, transkriptioner av inspelade boksamtal och elevtexter. Resultaten visar att andraspråkseleverna hade en positiv attityd till boksamtal och de använde sig av flera läsarter. De jämförde ofta texten till sina egna liv och erfarenheter.  En slutsats är att litteraturundervisning och litteraturarbete skulle kunna integreras i ett gemensamt ämne så att ännu mer meningsfulla samtal mellan elever från olika bakgrund. Dessutom kan litteratur bli ett medel för personlighetsutveckling liksom för språkutveckling.Nyckelord: Andraspråkselever, litteraturpedagogik och didaktik, läsarter, demokrati.  

Non-salient form in Chinese as a second language instruction: Input flood of Chinese notional passive construction

2018 ◽  
Vol 7 (2) ◽  
pp. 249-276
Author(s):  
Liulin Zhang
Keyword(s):  
Second Language ◽  
Explicit Instruction ◽  
Language Instruction ◽  
Linguistic Knowledge ◽  
Frequency Effect ◽  
Second Language Instruction ◽  
Passive Construction ◽  
Chinese Learners ◽  
Incidental Exposure

AbstractDrawing upon the frequency effect and the noticing hypothesis in language acquisition, input flood treatment was introduced to second language instruction involving artificially increased incidence of the target items in the audio or visual texts that learners are exposed to, with the expectation that this artificial increase will aid learners in noticing and then acquiring the form. Targeting at Chinese notional passive construction (NPC), the present study employs pre-post testing to assess the effect of input flood, and employs think-aloud protocol (including source attributions) analysis during the posttest to detect participants’ awareness of the linguistic knowledge underlying their choices. Results from experiment 1 show that in comparison with the marked 被bèi construction (BEIC), NPC is extremely difficult to be noticed in incidental exposure, rendering the input flood treatment helpless in participants’ acquisition of NPC. However, it is found in experiment 2 that the effect of input flood can be elicited with a little amount of explicit instruction, which is indicative of an indispensable role of explicit instruction in teaching non-salient language forms. Besides, the linguistic knowledge demonstrated by participants regarding the selectional constraints between NPC and BEIC is primarily unconscious and is inherent among intermediate and advanced Chinese learners.

The role of language of instruction and vocabulary in the English phonological awareness of Spanish–English bilingual children

2006 ◽  
Vol 27 (2) ◽  
pp. 229-246 ◽  
Author(s):  
ANDREA ROLLA SAN FRANCISCO ◽  
MARÍA CARLO ◽  
DIANE AUGUST ◽  
CATHERINE E. SNOW
Keyword(s):  
Phonological Awareness ◽  
First Graders ◽  
Bilingual Children ◽  
Vocabulary Test ◽  
Language Of Instruction ◽  
Phonological Knowledge ◽  
English Bilingual ◽  
Spanish Phonology ◽  
Spanish Literacy

This study explores influences on bilingual children's phonological awareness (PA) performance in English, examining the role of language of instruction and vocabulary. English monolingual and Spanish–English bilingual kindergartners and first graders receiving either English or Spanish literacy instruction were assessed in English PA and in English and Spanish vocabulary, as appropriate. Spanish-instructed bilinguals were more likely than English-instructed bilinguals or English monolinguals to treat diphthongs as two units, reflecting their analysis in Spanish phonology and orthography. Surprisingly, unbalanced bilinguals dominant in either English or Spanish scored better on English PA than children with approximately equal scores on the English and the Spanish vocabulary test. This finding suggests that familiarity with many lexical items within a language constitutes a source of analyzable phonological knowledge.

Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children

2014 ◽  
Vol 17 (1) ◽  
pp. 89-115 ◽  
Author(s):  
Yang Cathy Luo ◽  
Becky Xi Chen ◽  
Esther Geva
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Morphological Awareness ◽  
Reading Level ◽  
Bilingual Children ◽  
English Bilingual ◽  
Reading Chinese ◽  
Path Models ◽  
Linguistic Transfer ◽  
One Year

The present study was designed to examine concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness at two levels, the construct level and the reading level. We investigated whether phonological awareness and morphological awareness measured in one language are related to the same constructs measured in another language in Chinese-English bilinguals. Moreover, we assessed the cross-linguistic effects of the two constructs on reading concurrently and one year later in Grade 1. Participants of the study included 91 kindergarten and Grade 1 Chinese-English bilingual children. The children were tested twice, approximately one year apart, on a battery of cognitive and literacy measures in both languages. The data were analyzed with comprehensive path models that included phonological awareness, morphological awareness, and word reading in both languages. Our results demonstrate cross-linguistic transfer of phonological awareness and morphological awareness at the construct level and cross-linguistic transfer of phonological awareness to reading concurrently. Keywords: transfer; phonological awareness; morphological awareness; word reading; Chinese-English bilingual children

Toward a Practical Theory of Second Language Instruction

1976 ◽  
Vol 10 (3) ◽  
pp. 345
Author(s):  
Charles H. Blatchford ◽  
Philip D. Smith
Keyword(s):  
Second Language ◽  
Language Instruction ◽  
Second Language Instruction

Second Language Instruction: Some Research Considerations*

1976 ◽  
Vol 8 (2) ◽  
pp. 149-165 ◽  
Author(s):  
Andrew Cohen ◽  
Luis M. Laosa
Keyword(s):  
Second Language ◽  
Language Instruction ◽  
Second Language Instruction
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