Phoneme Awareness, Vocabulary and Word Decoding in Monolingual and Bilingual Dutch Children

Autor/inn/en	Janssen, Marije; Bosman, Anna M. T.; Leseman, Paul P. M.
Titel	Phoneme Awareness, Vocabulary and Word Decoding in Monolingual and Bilingual Dutch Children
Quelle	In: Journal of Research in Reading, 36 (2013) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2011.01480.x
Schlagwörter	Foreign Countries; Bilingualism; Phonemic Awareness; Monolingualism; Turkish; Indo European Languages; Grade 1; Elementary School Students; Immigrants; Language Usage; Vocabulary Development; Decoding (Reading); Language Proficiency; Poverty; Disadvantaged Youth; Phonemes; Language of Instruction; Literacy Education; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Bilingualismus; Türkisch; Indoeuropäisch; School year 01; 1. Schuljahr; Schuljahr 01; Immigrant; Immigrantin; Immigranten; Sprachgebrauch; Wortschatzarbeit; Dekodierung; Language skill; Language skills; Sprachkompetenz; Armut; Benachteiligter Jugendlicher; Fonem; Teaching language; Unterrichtssprache; Niederlande
Abstract	The aim of this study was to investigate whether bilingually raised children in the Netherlands, who receive literacy instruction in their second language only, show an advantage on Dutch phoneme-awareness tasks compared with monolingual Dutch-speaking children. Language performance of a group of 47 immigrant first-grade children with various different cultural backgrounds and a subsample of 29 Turkish--Dutch bilingual immigrant children was compared with those of 15 first-grade monolingual native Dutch children from similar low-socioeconomic backgrounds. All children were tested on Dutch phoneme awareness, vocabulary and word decoding. The Turkish--Dutch children were also tested on Turkish phoneme awareness and Turkish vocabulary. Dutch vocabulary scores of the bilingual children were below that of the monolingual Dutch children. Neither the entire group of bilingual children nor the subsample of Turkish--Dutch children were better or worse on phoneme awareness than monolingual Dutch children. However, Turkish--Dutch children scored better on the Dutch tasks for phoneme awareness and vocabulary than on the Turkish tasks. Language proficiency in the adopted language of bilingual children appears to quickly exceed that of their native language, when no instruction in the first language is provided. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10