Early Bilingualism, Language Transfer, and Phonological Awareness

Autor/in	Verhoeven, Ludo
Titel	Early Bilingualism, Language Transfer, and Phonological Awareness
Quelle	In: Applied Psycholinguistics, 28 (2007) 3, S.425-439 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716407070233
Schlagwörter	Language Dominance; Phonology; Phonological Awareness; Phonemic Awareness; Foreign Countries; Kindergarten; Language Acquisition; Bilingualism; Transfer of Training; Turkish; Indo European Languages; Second Language Learning; Longitudinal Studies; Metalinguistics; Structural Equation Models; Prediction; Netherlands + Suchen Sie Ihr Suchwort? Sprachliche Dominanz; Fonologie; Ausland; Sprachaneignung; Spracherwerb; Bilingualismus; Training; Transfer; Ausbildung; Türkisch; Indoeuropäisch; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Metalanguage; Metasprache; Vorhersage; Niederlande
Abstract	The purpose of the present study was to investigate the relations between early bilingualism and phonological awareness in a sample of 75 Turkish-Dutch bilingual kindergarten children living in The Netherlands. In a longitudinal design, the children's first (L1) and second (L2) language abilities were measured at the beginning and end of kindergarten. At the end of kindergarten, the children's metalinguistic skills within the domain of phonological awareness were also assessed. Linear structural equation modeling was used to examine the types of intralingual (language-specific) and interlingual (language-transfer) processes over time. In addition, just how the patterns of bilingual development related to the children's later phonological awareness was examined. Turkish was found to be the dominant language on both measurement occasions. In addition to the expected longitudinal relations, there was evidence for transfer from L1 to L2. Two interrelated phonological factors emerged: phonotactic awareness and phonemic awareness. Variation in the two types of children's phonological awareness was predicted by both L1 and L2 abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10