Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study.

Purpose Our 1-year longitudinal study tracked the development of cognate awareness among second (L2) and third language (L3) learners of French in French immersion in Grades 1 and 2 to explore the impact of orthographic overlap and cognate status (true vs. false) on children's ability to recognize cognate relationships. We also assessed the impact of French L2/L3 status on performance. Method We compared performance on three conditions (true cognates with same and similar spellings, false cognates with same spellings) within and across grades. We used a direct measure of cognate awareness that required children ( n = 81) to distinguish true from false cognates presented orally and in print. Results Overall, Grade 1 children failed to recognize cognate relationships between true cognates with similar spellings, but successfully recognized true cognates with same spellings. Performance on all conditions increased significantly between Grades 1 and 2. The greatest improvement was seen on true cognates with similar spellings. Performance on false cognates was inferior to performance on true cognates with same spellings in Grade 1, and inferior to performance on both same and similar spelled true cognates in Grade 2. No differences were found due to L2/L3 status. Conclusions Among sequential learners of L2/L3 French in the early stages of additional language learning, cognate awareness is impacted by the degree of orthographic overlap, as well as by cognate status. Children's ability to recognize cross-language orthographic and semantic relationships improves substantially across the early elementary grades. Supplemental Material https://doi.org/10.23641/asha.16821106

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Independent early predictors of mortality in polytrauma patients: a prospective, observational, longitudinal study

Clinics ◽

10.6061/clinics/2017(08)02 ◽

2017 ◽

Vol 72 (08) ◽

pp. 461-468 ◽

Cited By ~ 11

Author(s):

LG Costa ◽

MJ Carmona ◽

LM Malbouisson ◽

S Rizoli ◽

JA Rocha-Filho ◽

...

Keyword(s):

Longitudinal Study ◽

Predictors Of Mortality ◽

Early Predictors ◽

Polytrauma Patients

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Fluence et prononciation de phonèmes en L1 et L2

Language Interaction and Acquisition / Langage Interaction et Acquisition ◽

10.1075/lia.4.2.07via ◽

2013 ◽

Vol 4 (2) ◽

pp. 291-312

Author(s):

Lucie Vialettes-Basmoreau ◽

Nathalie Spanghero-Gaillard

Keyword(s):

United States ◽

Longitudinal Study ◽

Foreign Language ◽

Home Environment ◽

Reading Fluency ◽

Mother Tongue ◽

The United States ◽

French Immersion ◽

Reading Habits ◽

English Speaking

Learning how to read is an important step in a child’s education. Our longitudinal study focuses on four native English-speaking children going to a French immersion school in the United States, as well as their families. These children learn to read in French, which is a foreign language to them. We aimed at finding out whether their home environment could explain good results in reading in the two languages: English, their mother tongue, and French, the foreign language, as Cummins (1981) suggests. To this end, we measured their performance in reading through their pronunciation and their reading fluency, and we had their family complete a questionnaire about their reading habits at home. The results show that the home environment does seem to play a role in the children’s performance but more generalizations must await further research.

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