Word Recognition Strategies amongst Isixhosa/English Bilingual Learners: The Interaction of Orthography and Language of Learning and Teaching

Autor/inn/en	Probert, Tracy; de Vos, Mark
Titel	Word Recognition Strategies amongst Isixhosa/English Bilingual Learners: The Interaction of Orthography and Language of Learning and Teaching
Quelle	In: Reading & Writing: Journal of the Reading Association of South Africa, 7 (2016) 1, Artikel 84 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	African Languages; English (Second Language); Language of Instruction; Word Recognition; Reading Strategies; Cognitive Processes; Transfer of Training; Foreign Countries; Reading Processes; Grade 4; Elementary School Students; Written Language; South Africa + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Worterkennung; Reading strategy; Leselernstufe; Lesetechnik; Cognitive process; Kognitiver Prozess; Training; Transfer; Ausbildung; Ausland; Leseprozess; School year 04; 4. Schuljahr; Schuljahr 04; Geschriebene Sprache; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Word recognition is a major component of fluent reading and involves an interaction of language structure, orthography, and metalinguistic skills. This study examined reading strategies in isiXhosa and the transfer of these strategies to an additional language, English. IsiXhosa was chosen because of its agglutinative structure and conjunctive orthography. Data was collected at two schools which differed with regards to their language of learning and teaching (LoLT) in the first three years of schooling: isiXhosa and English respectively. Participants completed a word- and pseudo-word reading aloud task in each of two languages which hypothetically impose different cognitive demands. Skills transfer occurs to a limited extent when the language of first literacy uses a transparent orthography, but is less predictable when the language of first literacy uses an opaque orthography. We show that although there is transfer of word recognition strategies from transparent to deep orthographies, felicitous transfer is limited to sublexical strategies; infelicitous transfer also occurs when lexical strategies are transferred in problematic ways. The results support the contention that reading strategies and cognitive skills are fine tuned to particular languages. This study emphasises that literacies in different languages present readers with different structural puzzles which require language-particular suites of cognitive reading skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01