Crosslinguistic Influence on Spelling in Written Compositions: Evidence from English-Spanish Dual Language Learners in Primary Grades

Autor/inn/en	Wolters, Alissa Patricia; Kim, Young-suk Grace
Titel	Crosslinguistic Influence on Spelling in Written Compositions: Evidence from English-Spanish Dual Language Learners in Primary Grades
Quelle	(2023), (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wolters, Alissa Patricia) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Spelling; Spanish; English (Second Language); Second Language Learning; Computational Linguistics; Error Patterns; Bilingualism; Grade 1; Grade 2; Grade 3; Elementary School Students; Immersion Programs; Transfer of Training; Interference (Language); Computer Software; Essays; Writing Evaluation; Native Language; Second Language Instruction + Suchen Sie Ihr Suchwort? Schreibweise; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Linguistics; Computerlinguistik; Fehlertyp; Bilingualismus; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Immersionsprogramm; Training; Transfer; Ausbildung; Essay; Aufsatzunterricht; Fremdsprachenunterricht
Abstract	We investigated spelling errors in English and Spanish essays by Spanish-English dual language learners in Grades 1, 2, and 3 (N = 278; 51% female) enrolled in either English immersion or English-Spanish dual immersion programs. We examined what types of spelling errors students made, whether they made spelling errors that could be due to crosslinguistic influence, and whether errors were associated with instructional program, English learner status, and grade level. Compositions were transcribed and coded using the Systematic Analysis of Language Transcripts (SALT) software. Spelling errors were suggestive of crosslinguistic influence that was mostly unidirectional from one language to the other rather than bidirectional. Spelling errors were related to instructional program such that students in Spanish-English dual immersion made more English spelling errors in English compositions due to Spanish influence, and students in English immersion made more spelling errors in Spanish compositions due to English influence. Students in higher grades also made less English spelling errors in English compositions due to Spanish influence than students in lower grades. These findings suggest that dual language learners acquire spelling patterns in one language influenced by instruction and home language, which transfers to spelling in the other language. [This is the online version of an article published in "Reading and Writing."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01