1887
image of Differences in phonological awareness performance
  • ISSN 1879-9264
  • E-ISSN 1879-9272
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Children who have knowledge of two languages may show better phonological awareness than their monolingual peers (e.g. ). It remains unclear how much bilingual experience is needed for such advantages to appear, and whether differences in language or cognitive skills alter the relation between bilingualism and phonological awareness. These questions were investigated in this cross-sectional study. Participants ( = 294; 4–7 year-olds, in the first three grades of primary school) were Dutch-speaking pupils attending mainstream monolingual Dutch primary schools or early-English schools providing English lessons from grade 1, and simultaneous Dutch-English bilinguals. We investigated phonological awareness (rhyming, phoneme blending, onset phoneme identification, and phoneme deletion) and its relation to age, Dutch vocabulary, English vocabulary, working memory and short-term memory, and the balance between Dutch and English vocabulary. Small significant ( < .05) effects of bilingualism were found on onset phoneme identification and phoneme deletion, but post-hoc comparisons revealed no robust pairwise differences between the groups. Furthermore, effects of bilingualism sometimes disappeared when differences in language or memory skills were taken into account. Learning two languages simultaneously is not beneficial to – and importantly, also not detrimental to – phonological awareness.

Loading

Article metrics loading...

/content/journals/10.1075/lab.18082.gor
2019-10-29
2020-04-01
Loading full text...

Full text loading...

References

  1. Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J.
    (2008) Evaluating the validity of the Automated Working Memory Assessment. Educational Psychology, 28, 725–734. doi:  10.1080/01443410802243828
    https://doi.org/10.1080/01443410802243828 [Google Scholar]
  2. Anthony, J. L., & Francis, D. J.
    (2005) Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255–259. doi:  10.1111/j.0963‑7214.2005.00376.x
    https://doi.org/10.1111/j.0963-7214.2005.00376.x [Google Scholar]
  3. Atwill, K., Blanchard, J., Gorin, J. S., & Burstein, K.
    (2007) Receptive vocabulary and cross-language transfer of phonemic awareness in kindergarten children. The Journal of Educational Research, 100(6), 336–346. doi: 10.3200/JOER.6.336‑346
    https://doi.org/10.3200/JOER.6.336-346 [Google Scholar]
  4. Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M.
    (2014) The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29, 699–714. doi:  10.1016/j.ecresq.2014.02.003
    https://doi.org/10.1016/j.ecresq.2014.02.003 [Google Scholar]
  5. Bialystok, E., Luk, G., & Kwan, E.
    (2005) Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading, 9, 43–61. doi:  10.1207/s1532799xssr0901_4
    https://doi.org/10.1207/s1532799xssr0901_4 [Google Scholar]
  6. Bialystok, E., Majumder, S., & Martin, M. M.
    (2003) Developing phonological awareness: Is there a bilingual advantage?Applied Psycholinguistics, 24, 27–44. doi: 10.1017.S014271640300002X
    https://doi.org/10.1017.S014271640300002X [Google Scholar]
  7. Blom, E., Küntay, A. C., Messer, M., Verhagen, J., & Leseman, P.
    (2014) The benefits of being bilingual: Working memory in bilingual Turkish-Dutch children. Journal of Experimental Child Psychology, 128, 105–119. doi:  10.1016/j.jecp.2014.06.007
    https://doi.org/10.1016/j.jecp.2014.06.007 [Google Scholar]
  8. Bradley, R. H., & Corwyn, R. F.
    (2002) Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399. doi:  10.1146/annurev.psych.53.100901.135233
    https://doi.org/10.1146/annurev.psych.53.100901.135233 [Google Scholar]
  9. Branum-Martin, L., Tao, S., Garnaat, S., Bunta, F., & Francis, D. J.
    (2012) Meta-analysis of bilingual phonological awareness: Language, age, and psycholinguistic grain size. Journal of Educational Psychology, 104, 932–944. doi:  10.1037/a0027755
    https://doi.org/10.1037/a0027755 [Google Scholar]
  10. Bruck, M., & Genesee, F. H.
    (1995) Phonological awareness in young second language learners. Journal of Child Language, 22, 307–324. doi:  10.1017/S0305000900009806
    https://doi.org/10.1017/S0305000900009806 [Google Scholar]
  11. Carroll, J. M., Snowling, M. J., Stevenson, J., & Hulme, C.
    (2003) The development of phonological awareness in preschool children. Developmental Psychology, 39, 913–923. doi:  10.1037/0012‑1649.39.5.913
    https://doi.org/10.1037/0012-1649.39.5.913 [Google Scholar]
  12. Chen, X., Wu, X., & Shu, H.
    (2004) Phonological awareness of bilingual and monolingual Chinese children. Journal of Educational Psychology, 96, 142–151. doi:  10.1037/0022‑0663.96.1.142
    https://doi.org/10.1037/0022-0663.96.1.142 [Google Scholar]
  13. Chen, X., Xu, F., Nguyen, T.-K., Hong, G., & Wang, Y.
    (2010) Effects of cross-language transfer on first-language phonological awareness and literacy skills in Chinese children receiving English instruction. Journal of Educational Psychology, 102, 712–728. doi:  10.1037/a0018802
    https://doi.org/10.1037/a0018802 [Google Scholar]
  14. Dunn, L. M., & Dunn, D. M.
    (2007) PPVT-4 Manual. Bloomington: NCS Pearson.
    [Google Scholar]
  15. Dunn, L. M., Dunn, L. M., & Schlichting, L.
    (2005) Peabody Picture Vocabulary Test-III-NL (2nd ed.). Amsterdam: Pearson Assessment and Information.
    [Google Scholar]
  16. Enever, J., Krikhaar, E., Lindgren, E., Lopriore, L., Lundberg, G., Mihaljevic Djigunovic, J., … Tragant Mestres, E.
    (2011) ELLiE: Early Language Learning in Europe.
    [Google Scholar]
  17. Garson, K. L., Gillon, G. T., & Boustead, T. M.
    (2013) Classroom phonological awareness instruction and literacy outcomes in the first year of school. Language, Speech and Hearing Services in Schools, 44(147–160). 10.1044/0161‑1461(2012/11‑0061)
    https://doi.org/10.1044/0161-1461(2012/11-0061) [Google Scholar]
  18. Goorhuis-Brouwer, S., & de Bot, K.
    (2010) Impact of early English language teaching on L1 and L2 development in children in Dutch schools. International Journal of Bilingualism, 14, 289–302. doi:  10.1177/1367006910367846
    https://doi.org/10.1177/1367006910367846 [Google Scholar]
  19. Goriot, C., Broersma, M., McQueen, J. M., Unsworth, S., & van Hout, R.
    (2018) Language balance and switching ability in children acquiring English as a second language. Journal of Experimental Child Psychology, 173, 168–186. doi:  10.1016/j.jecp.2018.03.019
    https://doi.org/10.1016/j.jecp.2018.03.019 [Google Scholar]
  20. Green, D. W., & Abutalebi, J.
    (2013) Language control in bilinguals: The adaptive control hypothesis. Journal of Cognitive Psychology, 25, 515–530. doi:  10.1080/20445911.2013.796377
    https://doi.org/10.1080/20445911.2013.796377 [Google Scholar]
  21. Health, S. M., Bishop, D. V. M., Bloor, K. E., Boyle, G. L., Fletcher, J., Hogben, J. H., … Yeong, S. H. M.
    (2014) A spotlight on preschool: The influence of family factors on children’s early literacy skills. PLoS ONE2. doi:  10.1371/journal.pone.0095255
    https://doi.org/10.1371/journal.pone.0095255 [Google Scholar]
  22. Janssen, C., Segers, E., McQueen, J. M., & Verhoeven, L.
    (2015) Lexical specificity training effects in second language learners. Language Learning, 65, 358–389. doi:  10.1111/lang.12102
    https://doi.org/10.1111/lang.12102 [Google Scholar]
  23. (2017) Transfer from implicit to explicit phonological abilities in first and second language learners. Bilingualism: Language and Cognition, 20, 795–812. doi:  10.1017/S1366728916000523
    https://doi.org/10.1017/S1366728916000523 [Google Scholar]
  24. Jenniskens, T., Leest, B., Wolbers, M., Bruggink, M., Dood, C., & Krikhaar, E.
    (2017) Zicht op vroeg vreemdetalenonderwijs [Insight into early foreign language education]. Nijmegen.
    [Google Scholar]
  25. Kang, J. Y.
    (2012) Do bilingual children possess better phonological awareness? Investigation of Korean monolingual and Korean-English bilingual children. Reading and Writing, 25(2), 411–431. doi:  10.1007/s11145‑010‑9277‑4
    https://doi.org/10.1007/s11145-010-9277-4 [Google Scholar]
  26. Kuo, L.-J., & Anderson, R. C.
    (2010) Beyond Cross-Language Transfer: Reconceptualizing the Impact of Early Bilingualism on Phonological Awareness. Scientific Studies of Reading, 14, 365–385. doi:  10.1080/10888431003623470
    https://doi.org/10.1080/10888431003623470 [Google Scholar]
  27. Kuo, L.-J., Uchikoshi, Y., Kim, T.-J., & Yang, X.
    (2016) Bilingualism and phonological awareness: Re-examining theories of cross-language transfer and structural sensitivity. Contemporary Educational Psychology, 46, 1–9. doi:  10.1016/j.cedpsych.2016.03.002
    https://doi.org/10.1016/j.cedpsych.2016.03.002 [Google Scholar]
  28. Lerner, M. D., & Lonigan, C. J.
    (2016) Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills. Journal of Experimental Child Psychology, 144, 166–183. doi:  10.1016/j.jecp.2015.09.023
    https://doi.org/10.1016/j.jecp.2015.09.023 [Google Scholar]
  29. Lesniak, A., Myers, L., & Dodd, B.
    (2014) The English phonological awareness skills of 5;0–6;0-year-old Polish-English, Portuguese-English bilingual speakers and English monolingual children. Speech, Language and Hearing, 17, 37–48. doi:  10.1179/2050572813Y.0000000029
    https://doi.org/10.1179/2050572813Y.0000000029 [Google Scholar]
  30. Loizou, M., & Stuart, M.
    (2003) Phonological awareness in monolingual and bilingual English and Greek five-year-olds. Journal of Research in Reading, 26, 3–18. doi:  10.1111/1467‑9817.261002
    https://doi.org/10.1111/1467-9817.261002 [Google Scholar]
  31. Luk, G., & Bialystok, E.
    (2013) Bilingualism is not a categorical variable: Interaction between language proficiency and usage. Journal of Cognitive Psychology, 25, 605–621. doi:  10.1080/20445911.2013.795574
    https://doi.org/10.1080/20445911.2013.795574 [Google Scholar]
  32. Marinova-Todd, S. H., Zhao, J., & Bernhardt, M.
    (2010) Phonological awareness skills in the two languages of Mandarin-English bilingual children. Clinical Linguistics & Phonetics, 24(4–5), 387–400. doi:  10.3109/02699200903532508
    https://doi.org/10.3109/02699200903532508 [Google Scholar]
  33. Reder, F., Marec-Breton, N., Gombert, J.-E., & Demont, E.
    (2013) Second-language learners’ advantage in metalinguistic awareness: A question of languages’ characteristics. British Journal of Educational Psychology, 83, 686–702. doi:  10.1111/bjep.12003
    https://doi.org/10.1111/bjep.12003 [Google Scholar]
  34. Rubin, H., & Turner, A.
    (1989) Linguistic awareness skills in grade one children in a French immersion setting. Reading and Writing, 1, 73–86. doi:  10.1007/BF00178839
    https://doi.org/10.1007/BF00178839 [Google Scholar]
  35. Savage, R., Blair, R., & Rvachew, S.
    (2006) Rimes are not necessarily favored by prereaders: Evidence from meta- and epilinguistic phonological tasks. Journal of Experimental Child Psychology2, 94, 183–203. 10.1016/j.jecp.2006.03.005
    https://doi.org/10.1016/j.jecp.2006.03.005 [Google Scholar]
  36. Schepens, J.
    (2015) Bridging linguistic gaps: The effects of linguistic distance on the adult learnability of Dutch as an additional language. Radboud University. Retrieved fromwww.lotschool.nl
    [Google Scholar]
  37. SLO
    SLO (2006) TULE-Nederlands kerndoel 11 [TULE-Dutch objective 11]. Retrieved fromtule.slo.nl/Nederlands/bestand/P-L11.pdf
    [Google Scholar]
  38. Sodoro, J., Allinder, R. M., & Rankin-Erickson, J. L.
    (2002) Assessment of phonological awareness: Review of methods and tools. Educational Psychology Review, 14, 223–260. doi:  10.1023/A:1016050412323
    https://doi.org/10.1023/A:1016050412323 [Google Scholar]
  39. Tabachnick, B. G., & Fidell, L. S.
    (2007) Using multivariate statistics. Allyn & Bacon/Pearson Education.
    [Google Scholar]
  40. Verhoeven, L.
    (2005) Screeningstest voor Taal- en Leesproblemen [Diagnostic Test for Language and Literacy Problems]. Arnhem: Cito.
    [Google Scholar]
  41. Vloedgraven, J., Keuning, J., & Verhoeven, L.
    (2009) Screeningsinstrument beginnende geletterdheid [Screening instrument for emerging literacy]. Arnhem, the Netherlands: Cito.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/lab.18082.gor
Loading
/content/journals/10.1075/lab.18082.gor
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: memory; phonological awareness; bilingualism; early-English education; vocabulary
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error