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

2016 ◽  
pp. 93-120
Author(s):  
Yang Cathy Luo ◽  
Xi Chen ◽  
Esther Geva
Keyword(s):  
Phonological Awareness ◽  
Morphological Awareness ◽  
Bilingual Children ◽  
English Bilingual ◽  
Linguistic Transfer

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

scholarly journals The acquisition of lexical tones by Cantonese–English bilingual children

2018 ◽  
Vol 45 (6) ◽  
pp. 1357-1376 ◽  
Author(s):  
Peggy Pik Ki MOK ◽  
Albert LEE
Keyword(s):  
Stress Pattern ◽  
Bilingual Children ◽  
Phonological Development ◽  
Lexical Tones ◽  
English Bilingual ◽  
Pitch Pattern ◽  
Linguistic Transfer ◽  
Auditory Analysis ◽  
Early Interaction ◽  
Time Point

AbstractPrevious studies on bilingual children found intact tonal development at the initial stages of interaction between Cantonese and English in successive bilingual children, whereas children exposed to both languages from birth have not been studied in this regard. We examined the production of Cantonese tones by five simultaneous bilingual children longitudinally at 2;0 and 2;6, and compared them with age-matched monolingual children using auditory analysis. Our results showed that some bilingual children had a delay at 2;0, compared to their monolingual peers. Some bilingual children also exhibited a ‘high–low’ template in their production, resembling the pitch pattern of English trochaic words. These findings suggest a possible early interaction of the Cantonese and English prosodic systems in which bilingual children adopted the English stress pattern in Cantonese production. The time-point along the trajectory of phonological development is important in modulating whether cross-linguistic transfer can be observed.

Metalinguistic contribution to reading comprehension: A comparison of Primary 3 students from China and Singapore

2020 ◽  
Vol 41 (3) ◽  
pp. 657-684
Author(s):  
Sun Baoqi ◽  
Guangwei Hu ◽  
Xiao Lan Curdt-Christiansen
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Language Use ◽  
Morphological Awareness ◽  
Home Language ◽  
Equation Modeling ◽  
Bilingual Children ◽  
Metalinguistic Awareness ◽  
Regression Analyses ◽  
Syntactic Awareness

AbstractThis study examined the within- and cross-language metalinguistic contribution of three components of metalinguistic awareness (i.e., phonological awareness, morphological awareness, and syntactic awareness) to reading comprehension in monolingual Chinese-speaking children from Mainland China (n = 190) and English–Chinese bilingual children from Singapore (n = 390). Moreover, the effect of home language use on the relationship between metalinguistic awareness and reading performance was investigated. For monolingual children, hierarchical regression analyses revealed that after partialing out the effects of age, nonverbal intelligence, and oral vocabulary, syntactic awareness uniquely predicted 7%–13% of the variance in reading comprehension measures, whereas this relationship was not observed between morphological awareness and reading comprehension. For the bilingual children, within-language regression analyses revealed that English/Chinese morphological awareness and syntactic awareness both contributed significantly to English/Chinese reading measures over and above vocabulary and phonological awareness. Cross-linguistically, structure equation modeling results demonstrated that the bilingual children’s English and Chinese metalinguistic awareness were closely related and jointly supported reading comprehension in both languages, thus lending support to Koda’s transfer facilitation model. Furthermore, home language use was found to contribute to the bilingual children’s reading proficiency via its impact on metalinguistic awareness. The paper concludes with a discussion of the policy and pedagogical implications that can be drawn from these findings.

Sign in / Sign up

Export Citation Format

Share Document