Lexical Knowledge Development in the First and Second Languages among Language-Minority Children: The Role of Bilingual versus Monolingual Preschool Education

Autor/inn/en	Schwartz, Mila; Moin, Victor; Leikin, Mark
Titel	Lexical Knowledge Development in the First and Second Languages among Language-Minority Children: The Role of Bilingual versus Monolingual Preschool Education
Quelle	In: International Journal of Bilingual Education and Bilingualism, 15 (2012) 5, S.549-571 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2011.650332
Schlagwörter	Semitic Languages; Speech Communication; Preschool Education; Semantics; Minority Group Children; Monolingualism; Foreign Countries; Comparative Analysis; Language Minorities; Bilingualism; Role of Education; Russian; Vocabulary Development; Longitudinal Studies; Immigrants; Preschool Children; Parent Attitudes; Questionnaires; Second Language Learning; Bilingual Education; Native Language; Language Acquisition; Correlation; Israel + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Pre-school education; Vorschulerziehung; Semantik; Ausland; Sprachminderheit; Bilingualismus; Bildungsauftrag; Russisch; Wortschatzarbeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Immigrant; Immigrantin; Immigranten; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Elternverhalten; Fragebogen; Zweitsprachenerwerb; Bilingual teaching; Bilingualer Unterricht; Sprachaneignung; Spracherwerb; Korrelation
Abstract	This study focused on the role of bilingual versus monolingual preschool education in the development of lexical knowledge in Russian (L1) and Hebrew (L2) among second-generation Russian-Hebrew speaking immigrants in Israel. The study was designed as a longitudinal and comparative study. The lexical knowledge of children was measured three times during the education year. Thirty-two Russian-Hebrew speaking bilinguals (around age three) were selected from bilingual (Russian/Hebrew) and monolingual (Hebrew) preschools. The research design included observation of the preschools, testing of children's lexical knowledge, and a parents' questionnaire. The children's lexical knowledge was measured in both languages by applying the multidimensional approach of different domains: breadth of the lexical knowledge and depth of the lexical knowledge (paradigmatic semantic relations and syntagmatic semantic relations). The results demonstrated that later immersion in L2 and continuing development of L1 within a bilingual educational context not only do not impede the lexical knowledge development in the L2, but can even accelerate its progress. In addition, the differences between the groups in L1 were particularly striking in the paradigmatic semantic relations. Finally, the paradigmatic semantic relations in L1 were significantly and positively correlated with the lexical knowledge in Hebrew in both groups of comparison. (Contains 3 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10