Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading

2021 ◽  
Author(s):  
Alexandra Gottardo ◽  
Xi Chen ◽  
Michelle Ru Yun Huo
Keyword(s):  
Word Reading ◽  
Bilingual Learners ◽  
Preliteracy Skills ◽  
Cross Language

scholarly journals Correction to: Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners

2017 ◽  
Vol 31 (9) ◽  
pp. 2211-2211
Author(s):  
Xiuhong Tong ◽  
Catherine McBride ◽  
Connie Suk-han Ho ◽  
Mary Miu Yee Waye ◽  
Kevin Kien Hoa Chung ◽  
...  
Keyword(s):  
Word Reading ◽  
Morphological Awareness ◽  
Bilingual Learners ◽  
English Bilingual ◽  
Cross Language

Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners

2017 ◽  
Vol 31 (8) ◽  
pp. 1765-1786
Author(s):  
Xiuhong Tong ◽  
Catherine McBride ◽  
Connie Suk-han Ho ◽  
Mary Miu Yee Waye ◽  
Kevin Kien Hoa Chung ◽  
...  
Keyword(s):  
Word Reading ◽  
Morphological Awareness ◽  
Bilingual Learners ◽  
English Bilingual ◽  
Cross Language

scholarly journals A cross-linguistic and bilingual evaluation of the interdependence between lexical and grammatical domains

2009 ◽  
Vol 30 (2) ◽  
pp. 315-337 ◽  
Author(s):  
GABRIELA SIMON-CEREIJIDO ◽  
VERA F. GUTIÉRREZ-CLELLEN
Keyword(s):  
Latino Children ◽  
Methodological Issues ◽  
Language Abilities ◽  
Bilingual Learners ◽  
Lexical Diversity ◽  
Future Studies ◽  
Bilingual Speakers ◽  
Semantic Development ◽  
Cross Language ◽  
Different Levels

ABSTRACTThe purpose of this study was to examine within- and across-language relationships between lexical and grammatical domains by focusing on measures of lexical diversity and grammatical complexity in Spanish and English. One hundred ninety-six preschool and school-aged Latino children with different levels of English and Spanish proficiencies and different language abilities produced narratives in Spanish, English, or both. Analyses revealed strong associations between lexical (number of different words and number of different verbs) and grammatical measures (mean length of utterances in words and use of ditransitive predicates), supporting the domain interdependence hypothesis within a language. Cross-linguistic comparisons indicate a greater diversity of verbs and ditransitive predicates in Spanish compared to English for this population. In the language samples of children who produced narratives in the two languages, there was no relationship between the two domains across languages. The lack of cross-language correlations may be related to other variables influencing lexical and semantic development in bilingual learners. Methodological issues to be considered in future studies with bilingual speakers are discussed.

Activation of L1 orthography in L2 word reading: Constraints from language and writing system

2020 ◽  
pp. 026765832092776
Author(s):  
Lin Chen ◽  
Charles A Perfetti ◽  
Xiaoping Fang ◽  
Li-Yun Chang
Keyword(s):  
Second Language ◽  
Word Reading ◽  
First Language ◽  
English Word ◽  
Writing System ◽  
Writing Systems ◽  
Reading Task ◽  
Co Activation ◽  
Cross Language ◽  
Color Judgment

When reading in a second language, a reader’s first language may be involved. For word reading, the question is how and at what level: lexical, pre-lexical, or both. In three experiments, we employed an implicit reading task (color judgment) and an explicit reading task (word naming) to test whether a Chinese meaning equivalent character and its sub-character orthography are activated when first language (L1) Chinese speakers read second language (L2) English words. Because Chinese and English have different spoken and written forms, any cross language effects cannot arise from shared written and spoken forms. Importantly, the experiments provide a comparison with single language experiments within Chinese, which show cross-writing system activation when words are presented in alphabetic Pinyin, leading to activation of the corresponding character and also its sub-character (radical) components. In the present experiments, Chinese–English bilinguals first silently read or made a meaning judgment on an English word. Immediately following, they judged the color of a character (Experiments 1A and 1B) or named it (Experiment 2). Four conditions varied the relation between the character that is the meaning equivalent of the English word and the following character presented for naming or color judgment. The experiments provide evidence that the Chinese meaning equivalent character is activated during the reading of the L2 English. In contrast to the within-Chinese results, the activation of Chinese characters did not extend to the sub-character level. This pattern held for both implicit reading (color judgment) and explicit reading (naming) tasks, indicating that for unrelated languages with writing systems, L1 activation during L2 reading occurs for the specific orthographic L1 form (a single character), mediated by meaning. We conclude that differences in writing systems do not block cross-language co-activation, but that differences in languages limit co-activation to the lexical level.

The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children

2014 ◽  
Vol 17 (1) ◽  
pp. 116-138 ◽  
Author(s):  
Kathleen Hipfner-Boucher ◽  
Katie Lam ◽  
Becky Xi Chen
Keyword(s):  
Bilingual Education ◽  
English Language ◽  
Word Reading ◽  
English Word ◽  
The Other ◽  
French Immersion ◽  
Language Transfer ◽  
Language And Literacy ◽  
Literacy Outcomes ◽  
Cross Language

To evaluate the effects of bilingual education on minority-language children’s English language and literacy outcomes, we compared grade 1 Chinese-speaking Canadian children enrolled in three different instructional programs (French Immersion, Chinese-English Paired Bilingual, English-only). ANCOVA results revealed that the French immersion children outperformed the other two groups on measures of English phonological awareness and word reading and that the bilingual groups were comparable to monolingual English norms on a test of receptive vocabulary. Multiple regression analyses were conducted to examine cross-language transfer of skills. French morphological awareness explained unique variance in English word reading and vocabulary for the French immersion group. For the other two groups, Chinese phonological awareness was significantly related to English word reading. Our results suggest that instruction in French or Chinese does not delay the development of early English language and literacy skills for Chinese-speaking children, as the children may be able to leverage skills from their other language to facilitate their English learning. Keywords: Bilingual education; French immersion; cross-language transfer

Second language immersion impacts native language lexical production and comprehension

2020 ◽  
Author(s):  
Mona Roxana Botezatu ◽  
Judith F. Kroll ◽  
Morgan I. Trachsel ◽  
Taomei Guo
Keyword(s):  
Second Language ◽  
Cognitive Abilities ◽  
Word Reading ◽  
Native Language ◽  
English Word ◽  
Language Immersion ◽  
Language Differences ◽  
English Speaking ◽  
Semantic Errors ◽  
Cross Language

Abstract We investigated whether the features of the second language (L2) matter when we consider the consequence of short-term L2 immersion on performance in the native language (L1). We compared L1 performance in English-speaking learners of a typologically-dissimilar L2-Chinese immersed in Chinese while living in Beijing, China and learners of a typologically-similar L2 (Spanish or French) exposed to the L2 in a classroom setting only. The groups were matched on cognitive abilities. Each group performed a battery of language tasks in English that assessed the ability to produce and recognize spoken words, as well as to name written words and pseudo-words in the native language. Immersed learners produced fewer words in their native language, made more semantic errors, and benefited more from higher lexical frequency when retrieving L1 words relative to classroom learners. Immersed learners also revealed reduced competition from dense phonological neighborhoods when listening to English words presented in noise, but no difference in English word reading and phonemic decoding performance compared to classroom learners. Results are consistent with the view that L2 immersion reduces access to the native language, but suggest that the consequences of L2 immersion on the L1 may be dependent upon the form of cross-language differences.

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