Bilingualism and Morphological Awareness: A Study with Children from General Education and Spanish-English Dual Language Programs

Autor/inn/en	Kuo, Li-Jen; Ramirez, Gloria; de Marin, Sharon; Kim, Tae-Jin; Unal-Gezer, Melike
Titel	Bilingualism and Morphological Awareness: A Study with Children from General Education and Spanish-English Dual Language Programs
Quelle	In: Educational Psychology, 37 (2017) 2, S.94-111 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2015.1049586
Schlagwörter	Bilingualism; Bilingual Education; Bilingual Students; Morphology (Languages); Metalinguistics; General Education; Spanish; English; Elementary School Students; Grade 4; Outcomes of Education; Vocabulary Development; Language Tests; Statistical Analysis; Syntax; Comparative Analysis; Second Language Learning; Monolingualism + Suchen Sie Ihr Suchwort? Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Morphology; Morphologie; Metalanguage; Metasprache; Allgemein bildendes Schulwesen; Allgemeinbildung; Spanisch; English language; Englisch; School year 04; 4. Schuljahr; Schuljahr 04; Lernleistung; Schulerfolg; Wortschatzarbeit; Language test; Sprachtest; Statistische Analyse; Zweitsprachenerwerb
Abstract	Existing research on the impact of bilingualism on metalinguistic development has concentrated on the development of phonological awareness. The present study extended the scope of existing research by focusing on morphological awareness, an aspect of metalinguistic awareness that becomes increasingly important beyond the initial phase of literacy development. Participants included three groups of fourth-grader children from the same school with comparable SES and non-verbal IQ: (a) monolingual English-speaking children from a general education programme, (b) Spanish-speaking children from a Spanish-English dual-language programme and (c) English-speaking children from the same Spanish-English dual-language programme. Researcher-developed measures of vocabulary and morphological awareness were administered. Results suggested that bilingual education can have a positive impact on the development of morphological awareness through cross-language transfer as well as increased sensitivity to structural language features. The findings contribute to a growing body of research on how bilingual experience may shape children's metalinguistic development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01