Download or read book Cross language Transfer of Phonological Awareness Skills in Preschool Spanish English Bilinguals written by Aileen Alvaro and published by . This book was released on 2011 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Language and Literacy in Bilingual Children written by D. Kimbrough Oller and published by Multilingual Matters. This book was released on 2002-01-01 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book sets a high standard for rigor and scientific approach to the study of bilingualism and provides new insights regarding the critical issues of theory and practice, including the interdependence of linguistic knowledge in bilinguals, the role of socioeconomic status, the effect of different language usage patterns in the home, and the role of schooling by single-language immersion as opposed to systematic training in both home and target languages. The rich landscape of outcomes reported in the volume will provide a frame for interpretation and understanding of effects of bilingualism for years to come.
Download or read book Language Processing in Bilingual Children written by Ellen Bialystok and published by Cambridge University Press. This book was released on 1991-05-09 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: A collection of papers that explore bilingual children coping with two language systems.
Download or read book Literacy Development in A Multilingual Context written by Aydin Y. Durgunoglu and published by Routledge. This book was released on 2013-12-16 with total page 327 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the past decades, literacy has gradually become a major concern all over the world. Though there is a great diversity in both the distribution and degree of literacy in different countries, there has been an increasing awareness of the number of illiterates and the consequences of being illiterate. However, literacy is no longer seen as a universal trait. When one focuses on culturally-sensitive accounts of reading and writing practices, the concept of literacy as a single trait does not seem very feasible. A multiplicity of literacy practices can be distinguished which are related to specific cultural contexts and associated with relations of power and ideology. As such, literacy can be seen as a lifelong context-bound set of practices in which an individual's needs vary with time and place. This volume explores the use of literacy outside the mainstream in different contexts throughout the world. It is divided into four sections. Section 1 presents an anthropological perspective--analyzing the society and the individual in a society. Section 2 presents a psychological perspective--focusing on the individuals themselves and analyzing the cognitive and affective development of young children as they acquire literacy in their first and second languages. Section 3 presents an educational perspective--highlighting the variations in educational approaches in different societies as well as the outcomes of these approaches. Section 4 summarizes the studies presented in this volume. Both theoretical issues and educational implications related to the development of literacy in two languages are discussed. An attempt is also made to open up new directions in the study of literacy development in multilingual contexts by bringing these various disciplinary perspectives together.
Download or read book Cross language Interference in the Phonological Awareness of Spanish English Bilingual Children written by Andrea Rolla San Francisco and published by . This book was released on 2003 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Acquisition written by Philip B. Gough and published by Routledge. This book was released on 2017-11-27 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Download or read book Third language acquisition written by Camilla Bardel and published by Language Science Press. This book was released on with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book deals with the phenomenon of third language (L3) acquisition. As a research field, L3 acquisition is established as a branch of multilingualism that is concerned with how multilinguals learn additional languages and the role that their multilingual background plays in the process of language learning. The volume points out some current directions in this particular research area with a number of studies that reveal the complexity of multilingual language learning and its typical variation and dynamics. The eight studies gathered in the book represent a wide range of theoretical positions and offer empirical evidence from learners belonging to different age groups, and with varying levels of proficiency in the target language, as well as in other non-native languages belonging to the learner’s repertoire. Diverse linguistic phenomena and language combinations are viewed from a perspective where all previously acquired languages have a potential role to play in the process of learning a new language. In the six empirical studies, contexts of language learning in school or at university level constitute the main outlet for data collection. These studies involve several language backgrounds and language combinations and focus on various linguistic features. The specific target languages in the empirical studies are English, French and Italian. The volume also includes two theoretical chapters. The first one conceptualizes and describes the different types of multilingual language learning investigated in the volume: i) third or additional language learning by learners who are bilinguals from an early age, and ii) third or additional language learning by people who have previous experience of one or more non-native languages learned after the critical period. In particular, issues related to the roles played by age and proficiency in multilingual acquisition are discussed. The other theoretical chapter conceptualizes the grammatical category of aspect, reviewing previous studies on second and third language acquisition of aspect. Different models for L3 learning and their relevance and implications for representations of aspect and for potential differences in the processing of second and third language acquisition are also examined in this chapter. As a whole, the book presents current research into third or additional language learning by young learners or adults, considering some of the most important factors for the complex process of multilingual language learning: the age of onset of the additional language and that of previously acquired languages, social and affective factors, instruction, language proficiency and literacy, the typology of the background languages and the role they play in shaping syntax, lexicon, and other components of a L3. The idea for this book emanates from the symposium Multilingualism, language proficiency and age, organized by Camilla Bardel and Laura Sánchez at Stockholm University, Department of Language Education, in December 2016.
Download or read book Phonological Awareness Skill of Segmenting in Bilingual English spanish Speaking 4 and 5 year old Children written by Kate Lorraine McKay and published by . This book was released on 2012 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: Segmenting, the ability to pull apart words into their smaller linguistic units, is a known predictor of early literacy. This study investigated the segmenting skills (a component of phonological awareness PA), in bilingual English/Spanish-speaking 4-and 5-year-old children at the levels of syllable, onset-rime and phoneme. The results of this study were then compared to a previous study that explored PA skill development in monolingual English speaking children of the same ages. The comparative analysis explores how bilingualism impacts PA skill development. This study examined the segmenting skills of 31 bilingual students who attended a Spanish immersion school, the majority of whom identify English as their first language. The 31 monolingual students, with whom the bilingual data was compared, attended an English only school in the same community. The students in both groups were matched by gender as well as by age in months, ranging from 4 years to 5 and one half years of age. By age, the students were grouped into three categories according to six-month intervals (4.0-4.5, 4.5-5.0 and 5.0 to 5.5 years of age). Findings indicated increased segmenting ability for bilingual students versus monolingual students at the onset-rime and phonemic levels, but no difference was revealed at the syllable level. With age, there is evidence of an increased segmenting ability for 5-year-olds versus 4-year-olds at the syllable level in both groups, but no significant difference was detected between six-month intervals (i.e. between 4.0- 4.5 and 4.5-5.0, or, 4.5-5.0 and 5.0-5.5 years of age). For the bilingual group, findings indicated an increased ability to detect and produce segments at the onset-rime level in English versus Spanish; the differences in segmenting at the syllable and phoneme levels were not statistically significant. When comparing the segmenting abilities of both groups, this study revealed evidence of an increased segmenting ability in children who learned two languages (English and Spanish) versus those who learned one language (English only).
Download or read book Developing Reading and Writing in Second language Learners written by Diane August and published by Taylor & Francis. This book was released on 2008 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
Download or read book Learning and Not Learning English written by Guadalupe Valdes and published by Teachers College Press. This book was released on with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cross language Transfer of Phonological and Orthographic Processing Skills in Spanish speaking Children Learning to Read and Spell in English written by Marlene Kendra Sun-Alperin and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Language Assessment in the Early Years written by Celia Genishi and published by Greenwood. This book was released on 1984 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessing Spanish Early Writing Development of Preschool English Language Learners and Its Link to English Early Writing Development written by Esmeralda Lopez and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Children who speak limited English are at particular jeopardy of school failure because of multiple risk factors. In the later grades, these children have difficult y making progress towards state standards in English reading and English writing. Research with bilingual children indicates that children transfer phonological awareness and writing skills across languages. However, the research on cross-linguistic transfer of early writing is sparse when compared to the phonological awareness research base. This study is important because it aims to address the gap in the literature by exploring ELLs' pathway from Spanish (L1) to English (L2) written language and moderators of this pathway. Using a sample of 110 preschool English-language learners, the children's early writing performance was compared to national norms in 2007 and 2008 using a standardized instrument that prompts them to write letters and words from dictation. The data was analyzed using commonality regression analysis and canonical correlation to examine 1) shared and unique variance of performance on the English dictation measure accounted for by English and Spanish phonological awareness 2) shared and unique variance of performance on the Spanish dictation measure accounted for by English and Spanish phonological awareness and 3) interrelationships between early writing and phonological awareness in English and Spanish. Although it was expected that the student's performance on the English dictation task would be below average when compared to national norms, the students' performance was low average. The results from commonality regression and canonical correlation analysis indicated that the greatest unique contribution to English and Spanish dictation in 2008 was Spanish dictation in 2007. Finally, the results from the canonical correlation regression indicated that the Spanish literacy skills made a greater contribution to the phonological awareness and dictation synthetic variable than did the parallel English literacy skills.
Download or read book Multilingual Norms written by Madalena Cruz-Ferreira and published by Peter Lang. This book was released on 2010 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: Multilinguals are not multiple monolinguals. Yet multilingual assessment proceeds through monolingual norms, as if fair conclusions were possible in the absence of fair comparison. In addition, multilingualism concerns what people do with language, not what languages do to people. Yet research focus remains on multilinguals' languages, as if languages existed despite their users. This book redresses these paradoxes. Multilingual scholars, teachers and speech-language clinicians from Europe, Asia, Australia and the US contribute the first studies dedicated to multilingual norms, those found in real-life multilingual development, assessment and use. Readership includes educators, clinicians, decision-makers and researchers interested in multilingualism.
Download or read book Educating Emergent Bilinguals written by Ofelia Garcia and published by Teachers College Press. This book was released on 2018-04-13 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This accessible guide introduces readers to the issues and controversies surrounding the education of language minority students in the United States. What makes this book a perennial favorite are the succinct descriptions of alternative practices for transforming our schools and students' futures, such as building on students' home languages and literacy practices, incorporating curricular and pedagogical innovations, using proven-effective approaches to parent engagement, and employing alternative assessment tools.
Download or read book Educating English Language Learners written by Fred Genesee and published by Cambridge University Press. This book was released on 2006-01-16 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
Download or read book Handbook of Early Language Education written by Mila Schwartz and published by Springer Nature. This book was released on 2022-03-30 with total page 939 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In this volume, “early language education” will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school.
