The effect of gestures on second language memorisation by young children

This article examines the impact of gesture on second language memorisation in teaching to very young learners. Twenty French children (mean age 5;5) took part in an experiment. They had to learn eight words in a foreign language (English). One group of children (N = 10) were taught words with pictures and another group (N = 10) words with accompanying gestures. Children in this group had to reproduce the gestures while repeating the words. Results show that gestures and especially their reproduction significantly influence the memorisation of second language (L2) lexical items as far as the active knowledge of the vocabulary is concerned (being able to produce words and not only understand them). This finding is consistent with theories on multimodal storage in memory. When reproduced, gestures not only act as a visual modality but also as a motor modality and thus leave a richer trace in memory.

When timing is everything: Age of first-language acquisition effects on second-language learning

The present paper summarizes three experiments that investigate the effects of age of acquisition on first-language (L1) acquisition in relation to second-language (L2) outcome. The experiments use the unique acquisition situations of childhood deafness and sign language. The key factors controlled across the studies are age of L1 acquisition, the sensory–motor modality of the language, and level of linguistic structure. Findings consistent across the studies show age of L1 acquisition to be a determining factor in the success of both L1 and L2 acquisition. Sensory–motor modality shows no general or specific effects. It is of importance that the effects of age of L1 acquisition on both L1 and L2 outcome are apparent across levels of linguistic structure, namely, syntax, phonology, and the lexicon. The results demonstrate that L1 acquisition bestows not only facility with the linguistic structure of the L1, but also the ability to learn linguistic structure in the L2.

Who Becomes an “At-Risk” Student? The Predictive Value of a Kindergarten Screening Battery

This study was undertaken to determine whether a preschool screening instrument could predict whether kindergarten students would later be retained, referred to special education, or placed in special education. The results of Early Prevention of School Failure (EPSF) screening on 161 kindergarten students were examined. Students who had been retained, referred to special education, or placed in special education demonstrated significantly lower EPSF pretest scores except in the gross motor modality. All EPSF modalities were statistically significant predictors of students' status; however, other factors such as family support network, preschool experiences, and motivational factors must be considered in evaluating whether a student is “at risk” of later school failure.