Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners

2016 ◽  
pp. 65-92
Author(s):  
Alexandra Gottardo ◽  
Christine Javier ◽  
Fataneh Farnia ◽  
Lorinda Mak ◽  
Esther Geva
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
English Learners ◽  
Language Skills ◽  
Spanish Speaking ◽  
Linguistic Relations

Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners

2014 ◽  
Vol 17 (1) ◽  
pp. 62-88 ◽  
Author(s):  
Alexandra Gottardo ◽  
Christine Javier ◽  
Fataneh Farnia ◽  
Lorinda Mak ◽  
Esther Geva
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
English Learners ◽  
Word Reading ◽  
English Word ◽  
English As Second Language ◽  
Word Level ◽  
Linguistic Relations ◽  
Cross Language ◽  
L1 And L2

This study examines the bidirectional, cross-linguistic associations between language and word-level reading skills and reading comprehension for 51 students in grades 4 to 6 who speak Spanish as first language (L1) and English as second language (L2). Within-language predictors of reading comprehension were consistent with the simple view of reading. We found unidirectional cross-linguistic associations between Spanish word reading and English reading comprehension. However, the results do not support a cross-linguistic association between English word reading and Spanish reading comprehension. Specifically, results indicate that although L1 and L2 language and reading constructs correlate, L2 skills do not strongly contribute to L1 reading comprehension. Findings are discussed in terms of possible factors that might influence potential cross-language relations among Spanish and English measures. Keywords: reading comprehension; bilingualism; cross-linguistic relations

Improving content area reading comprehension of Spanish speaking English learners in Grades 4 and 5 using web-based text structure instruction

2017 ◽  
Vol 31 (9) ◽  
pp. 1969-1996 ◽  
Author(s):  
Kausalai Wijekumar ◽  
Bonnie J. F. Meyer ◽  
Puiwa Lei ◽  
Anita C. Hernandez ◽  
Diane L. August
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Content Area Reading ◽  
Text Structure ◽  
Content Area ◽  
Web Based ◽  
Spanish Speaking ◽  
Structure Instruction

Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners

2016 ◽  
Vol 18 (2) ◽  
pp. 166-177 ◽  
Author(s):  
Raúl Rojas ◽  
Aquiles Iglesias ◽  
Ferenc Bunta ◽  
Brian Goldstein ◽  
Claude Goldenberg ◽  
...  
Keyword(s):  
English Learners ◽  
Language Skills ◽  
Expressive Language ◽  
Differential Effects ◽  
Spanish Speaking

Mobile Technologies in Learning the Chinese Language for Students of Non-Linguistic Courses

2022 ◽  
pp. 123-147
Author(s):  
Rinat Galiautdinov
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Language Skills ◽  
Chinese Language ◽  
Mobile Technologies ◽  
Speech And Language ◽  
Teaching Chinese

The methodological potential of mobile technologies in teaching Chinese language to students of non-linguistic areas of training is considered. The author defines the term “mobile learning,” offers a list of mobile technologies that can be used in teaching Chinese language, and develops a nomenclature of speech and language skills formed by students of non-linguistic training areas based on mobile technologies. The author demonstrated the advantages of using mobile phones in learning Chinese language as a second language. The areas of mobile language-based learning discussed in this research are vocabulary, listening, grammar, phonetics, and reading comprehension.

scholarly journals Bilingualism : Advantages and Disadvantages in Cognitive Processing, Language and Reading Comprehension

2021 ◽  
Author(s):  
Hilde Lowell Gunnerud
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Executive Functions ◽  
Language Comprehension ◽  
Language Skills ◽  
Control Group ◽  
Bilingual Learners ◽  
Bilingual Advantage ◽  
Language Input ◽  
At Home

The overall aim of this study is, as suggested by Bialystok (2009), to investigate whether bilingual learners have an advantage in executive functions and a disadvantage in language compared to monolingual learners. In addition, the thesis examines whether the theory holds true for different groups of bilingual learners and different aspects of language and cognitive domains. The study has a multi-method approach. It consists of a meta-analysis investigating the bilingual advantage theory in executive functions (EF) and two studies based on data from the longitudinal study The Stavanger Project—The Learning Child (The Stavanger Project). Study 2 uses data from the first wave of The Stavanger Project. The study investigates Norwegian language comprehension in a monolingual control group and three different groups of bilingual children at 2 years and 9 months. The three bilingual groups had different amounts of exposure to Norwegian. The third article is based on data from the fourth wave of The Stavanger Project and investigates different aspects of Norwegian language and reading skills across bilingual learners and a monolingual control group of 5th graders. The sample in Study 3 is a subsample of the participants in Study 2; thus, the bilingual learners had been systematically exposed to Norwegian by early childhood education and care (ECEC) attendance and schools from at least the age of 2. The thesis contributes three main findings. The first article provides little support for a bilingual advantage in overall EF. Moderator analysis targeting sample characteristics of bilingual subgroups that are theorized to have the largest bilingual advantage in EF shows no relation to the overall outcome of the analysis of differences in executive functions between bilingual and monolingual learners. Furthermore, there is limited evidence for a bilingual advantage in any EF domain. There is an advantage in switching, but not for all populations of bilingual learners. he second article shows that bilingual toddlers have weaker second language comprehension skills than monolingual toddlers, but the differences in second language skills between different groups of bilingual learners are not fully explained by the time on task hypothesis. Bilingual children with mostly first language (L1) input at home had poorer Norwegian language comprehension than the two other bilingual groups. Bilingual toddlers with both first and second language input at home and bilingual toddlers with mostly second language input at home had equivalent second language skills. It therefore seems likely that a threshold value exists for the amount of second language input necessary to develop good second language skills rather than a direct relationship between the amount of input and language skills. The third article shows that even after long and massive exposure to the second language, early bilingual 5th graders have lower vocabulary depth, listening comprehension and reading comprehension in their second language than their monolingual peers. The difference cannot be explained by differences in socioeconomic status (SES). Their decoding and text cohesion vocabulary skills are equal to those of monolingual learners. In contrast to some other studies, the strength of the predictive path between different aspects of language skills and reading comprehension was found to be equal across language groups. In total, these findings contribute to the knowledge base of what is typical development of language, reading skills and executive functions for different groups of bilingual learners. Without information of what is typical development for different bilingual groups, it is difficult to identify atypical development. Hence, the knowledge this thesis provides can support educators in identifying bilingual learners with learning disabilities earlier and with greater certainty, thereby reducing the risk of both over- and under-identifying bilingual learners in need of special needs education.

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