How do previously acquired languages affect acquisition of English as a foreign language
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Janina Kahn-Horwitz
Abstract
The present study aims to examine the linguistic and orthographic proximity hypothesis in new script acquisitionby comparing the performance of Circassian L1 speaking children who are emerging quadri-literates with Hebrew L1 speaking children who are emerging biliterates. Tests in decoding and spelling various English target conventions were conducted. Thirty 10 year old Circassian L1 speaking children were compared to 46 Hebrew L1 speaking children. Results show that the group of Circassian L1 speaking children outperformed the group of Hebrew L1 speaking children and showed a significant advantage in decoding and spelling target orthographic conventions. There were no significant differences between the two groups on decoding and spelling the silent 〈e〉, which provided a challenge for both groups. The results provide support for the linguistic and orthographic proximity hypothesiswhereby phonemes and orthographic characteristics that exist in a child’s first or additional language system and writing system facilitate acquisition of orthographic conventions in a new language and writing system.
Abstract
The present study aims to examine the linguistic and orthographic proximity hypothesis in new script acquisitionby comparing the performance of Circassian L1 speaking children who are emerging quadri-literates with Hebrew L1 speaking children who are emerging biliterates. Tests in decoding and spelling various English target conventions were conducted. Thirty 10 year old Circassian L1 speaking children were compared to 46 Hebrew L1 speaking children. Results show that the group of Circassian L1 speaking children outperformed the group of Hebrew L1 speaking children and showed a significant advantage in decoding and spelling target orthographic conventions. There were no significant differences between the two groups on decoding and spelling the silent 〈e〉, which provided a challenge for both groups. The results provide support for the linguistic and orthographic proximity hypothesiswhereby phonemes and orthographic characteristics that exist in a child’s first or additional language system and writing system facilitate acquisition of orthographic conventions in a new language and writing system.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Foreword vii
- Introduction 1
- The development of orthographic processing skills in children in early French immersion programs 17
- How do previously acquired languages affect acquisition of English as a foreign language 43
- Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners 65
- Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children 93
- The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children 121
- The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals 145
- Contributors 171
- Index 173
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Foreword vii
- Introduction 1
- The development of orthographic processing skills in children in early French immersion programs 17
- How do previously acquired languages affect acquisition of English as a foreign language 43
- Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners 65
- Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children 93
- The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children 121
- The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals 145
- Contributors 171
- Index 173
