The Relationship between Bilingual Experience and the Development of Morphological and Morpho-Syntactic Awareness: A Cross-Linguistic Study of Classroom Discourse

Autor/inn/en	Kim, Tae Jin; Kuo, Li-Jen; Ramírez, Gloria; Wu, Shuang; Ku, Yu-Min; de Marin, Sharon; Ball, Alexis; Eslami, Zohreh
Titel	The Relationship between Bilingual Experience and the Development of Morphological and Morpho-Syntactic Awareness: A Cross-Linguistic Study of Classroom Discourse
Quelle	In: Language Awareness, 24 (2015) 4, S.332-354 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2015.1113983
Schlagwörter	Classroom Communication; Contrastive Linguistics; Bilingualism; Morphology (Languages); Spanish; Chinese; English (Second Language); Bilingual Education Programs; Syntax; Transfer of Training; Metalinguistics; Teaching Methods; Correlation; General Education; Teacher Student Relationship; Discourse Analysis; Language Classification; Second Language Learning; Language of Instruction; Native Language; Associative Learning; Foreign Countries; Second Language Instruction; Literacy; Elementary School Students; Taiwan + Suchen Sie Ihr Suchwort? Klassengespräch; Linguistics; Kontrastive Linguistik; Bilingualismus; Morphology; Morphologie; Spanisch; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Training; Transfer; Ausbildung; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Allgemein bildendes Schulwesen; Allgemeinbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Diskursanalyse; Sprachtypologie; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Ausland; Fremdsprachenunterricht; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This study aims to examine the relationship between bilingual experience and children's development of morphological and morpho-syntactic awareness. To capture both universal and language-specific bilingual effects, the study included four groups of participants: English-speaking children from a general education programme, Spanish-speaking and English-speaking children from a Spanish-English dual-language programme, and Chinese-speaking children from a Chinese-English dual-language programme. Findings from the analyses of teacher talk and measures of morphological and morpho-syntactic awareness show that certain aspects of morphological awareness, such as the ability to decipher derived words, were likely to be affected by both instruction and cross-language transfer, while others, such as cognate awareness, appeared to develop through mere exposure to two languages despite the absence of explicit instruction. Furthermore, morpho-syntactic awareness was mostly enhanced through greater emphasis on explicit instruction of morpho-syntactic knowledge; such effect was moderated by the syntactic complexity of teacher talk. These findings suggest that instead of typological distances of the languages, a constellation of factors uniquely characterises bilingual classroom experiences. The linguistic complexity of teacher talk and instructional emphasis may influence children's development of morphological and morpho-syntactic awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01