The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children

2014 ◽  
Vol 17 (1) ◽  
pp. 116-138 ◽  
Author(s):  
Kathleen Hipfner-Boucher ◽  
Katie Lam ◽  
Becky Xi Chen
Keyword(s):  
Bilingual Education ◽  
English Language ◽  
Word Reading ◽  
English Word ◽  
The Other ◽  
French Immersion ◽  
Language Transfer ◽  
Language And Literacy ◽  
Literacy Outcomes ◽  
Cross Language

To evaluate the effects of bilingual education on minority-language children’s English language and literacy outcomes, we compared grade 1 Chinese-speaking Canadian children enrolled in three different instructional programs (French Immersion, Chinese-English Paired Bilingual, English-only). ANCOVA results revealed that the French immersion children outperformed the other two groups on measures of English phonological awareness and word reading and that the bilingual groups were comparable to monolingual English norms on a test of receptive vocabulary. Multiple regression analyses were conducted to examine cross-language transfer of skills. French morphological awareness explained unique variance in English word reading and vocabulary for the French immersion group. For the other two groups, Chinese phonological awareness was significantly related to English word reading. Our results suggest that instruction in French or Chinese does not delay the development of early English language and literacy skills for Chinese-speaking children, as the children may be able to leverage skills from their other language to facilitate their English learning. Keywords: Bilingual education; French immersion; cross-language transfer

scholarly journals HISTORICAL CHANGES OF PREFIXES IN ENGLISH WORD FORMATION

2021 ◽  
Vol 6 (4(68)) ◽  
pp. 44-46
Author(s):  
A. Ibrahimova
Keyword(s):  
Middle Ages ◽  
English Language ◽  
Development Process ◽  
English Word ◽  
Word Formation ◽  
The Other ◽  
Literary Language ◽  
New Words ◽  
History Of

The vocabulary of literary language of modern English that becomes rich these days we can see from the development process of its word formation. The role of history of prefixes in forming of new words in the word building is extensive. The article was explored the charachteristics of the history of the English language prefixes. During the Ancient and Middle Ages, prefixes were commonly used less in word formation than before. The decrease in prefixes, of course, is due to certain reasons. Some English prefixes, on the other hand, are derived from OE adverbs and prepositions, and ME and NE are more advanced in number in the creation of new words.

Activation of L1 orthography in L2 word reading: Constraints from language and writing system

2020 ◽  
pp. 026765832092776
Author(s):  
Lin Chen ◽  
Charles A Perfetti ◽  
Xiaoping Fang ◽  
Li-Yun Chang
Keyword(s):  
Second Language ◽  
Word Reading ◽  
First Language ◽  
English Word ◽  
Writing System ◽  
Writing Systems ◽  
Reading Task ◽  
Co Activation ◽  
Cross Language ◽  
Color Judgment

When reading in a second language, a reader’s first language may be involved. For word reading, the question is how and at what level: lexical, pre-lexical, or both. In three experiments, we employed an implicit reading task (color judgment) and an explicit reading task (word naming) to test whether a Chinese meaning equivalent character and its sub-character orthography are activated when first language (L1) Chinese speakers read second language (L2) English words. Because Chinese and English have different spoken and written forms, any cross language effects cannot arise from shared written and spoken forms. Importantly, the experiments provide a comparison with single language experiments within Chinese, which show cross-writing system activation when words are presented in alphabetic Pinyin, leading to activation of the corresponding character and also its sub-character (radical) components. In the present experiments, Chinese–English bilinguals first silently read or made a meaning judgment on an English word. Immediately following, they judged the color of a character (Experiments 1A and 1B) or named it (Experiment 2). Four conditions varied the relation between the character that is the meaning equivalent of the English word and the following character presented for naming or color judgment. The experiments provide evidence that the Chinese meaning equivalent character is activated during the reading of the L2 English. In contrast to the within-Chinese results, the activation of Chinese characters did not extend to the sub-character level. This pattern held for both implicit reading (color judgment) and explicit reading (naming) tasks, indicating that for unrelated languages with writing systems, L1 activation during L2 reading occurs for the specific orthographic L1 form (a single character), mediated by meaning. We conclude that differences in writing systems do not block cross-language co-activation, but that differences in languages limit co-activation to the lexical level.

scholarly journals How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties

2018 ◽  
Vol 85 (2) ◽  
pp. 180-196 ◽  
Author(s):  
Sharon Vaughn ◽  
Greg Roberts ◽  
Philip Capin ◽  
Jeremy Miciak ◽  
Eunsoo Cho ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Listening Comprehension ◽  
Word Reading ◽  
Reading Difficulties ◽  
Language And Literacy ◽  
Response To Instruction ◽  
Literacy Outcomes ◽  
School Year ◽  
Intensive Reading

This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction among 400 struggling readers in fourth grade ( n = 183 for non-EL; n = 217 for EL) who received an intensive reading intervention. At pretest, word reading, listening comprehension, and reading comprehension were measured, and at posttest, reading comprehension was measured again. Results from moderated multiple regression analyses showed a significant three-way interaction such that reading comprehension at posttest was higher for ELs than non-ELs with similar levels of low word reading but relatively higher levels of listening comprehension. However, non-ELs outperformed ELs with similar levels of relatively high word reading and average to high listening comprehension. The findings suggest that pre-intervention skill profiles may need to be interpreted differently for ELs and non-ELs with significant reading difficulties in relation to language and literacy outcomes.

Second language immersion impacts native language lexical production and comprehension

2020 ◽  
Author(s):  
Mona Roxana Botezatu ◽  
Judith F. Kroll ◽  
Morgan I. Trachsel ◽  
Taomei Guo
Keyword(s):  
Second Language ◽  
Cognitive Abilities ◽  
Word Reading ◽  
Native Language ◽  
English Word ◽  
Language Immersion ◽  
Language Differences ◽  
English Speaking ◽  
Semantic Errors ◽  
Cross Language

Abstract We investigated whether the features of the second language (L2) matter when we consider the consequence of short-term L2 immersion on performance in the native language (L1). We compared L1 performance in English-speaking learners of a typologically-dissimilar L2-Chinese immersed in Chinese while living in Beijing, China and learners of a typologically-similar L2 (Spanish or French) exposed to the L2 in a classroom setting only. The groups were matched on cognitive abilities. Each group performed a battery of language tasks in English that assessed the ability to produce and recognize spoken words, as well as to name written words and pseudo-words in the native language. Immersed learners produced fewer words in their native language, made more semantic errors, and benefited more from higher lexical frequency when retrieving L1 words relative to classroom learners. Immersed learners also revealed reduced competition from dense phonological neighborhoods when listening to English words presented in noise, but no difference in English word reading and phonemic decoding performance compared to classroom learners. Results are consistent with the view that L2 immersion reduces access to the native language, but suggest that the consequences of L2 immersion on the L1 may be dependent upon the form of cross-language differences.

scholarly journals Bilingual education/Bilingualism

2005 ◽  
Vol 38 (1) ◽  
pp. 41-42
Keyword(s):  
New York ◽  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Heritage Language ◽  
English Language ◽  
English Word ◽  
Research Journal ◽  
Cognitive Perspectives ◽  
Stress Patterns

05–91Bickes, Hans (U of Hannover, Germany). Bilingualismus, Mehrsprachigkeit und mentales Lexikon - evolutionsbiologische, soziokulturelle und kognitionswissenschaftliche Perspektiven [Bilingualism, multilingualism and mental lexicon - ontogenetic, socio-cultural and cognitive perspectives]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 27–50.05–92Guion, Susan G., Harada, Tetsuo & Clark J. J. (U of Oregon, USA; [email protected]). Early and late Spanish-English bilinguals' acquisition of English word stress patterns. Bilingualism: Language and Cognition (Cambridge, UK) 7.3 (2004), 207–226.05–93Koyama, Jill R (Columbia U, USA). Appropriating policy: constructing positions for English language learners. Bilingual Research Journal (Tempe, AZ, USA) 28.3 (2004), 401–424.05–94Shibita, Setsu (California State U, USA). The effects of Japanese heritage language maintenance on scholastic verbal and academic achievement in English. Foreign Language Annals (New York, USA) 37.2 (2004), 224–231.05–95Vance, Christine W. (U of North Carolina, USA). Preparing a prosperous future: promoting culture and business through bilingual education. Bilingual Research Journal (Tempe, AZ, USA) 28.3 (2004), 463–484.

Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners

2014 ◽  
Vol 17 (1) ◽  
pp. 62-88 ◽  
Author(s):  
Alexandra Gottardo ◽  
Christine Javier ◽  
Fataneh Farnia ◽  
Lorinda Mak ◽  
Esther Geva
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
English Learners ◽  
Word Reading ◽  
English Word ◽  
English As Second Language ◽  
Word Level ◽  
Linguistic Relations ◽  
Cross Language ◽  
L1 And L2

This study examines the bidirectional, cross-linguistic associations between language and word-level reading skills and reading comprehension for 51 students in grades 4 to 6 who speak Spanish as first language (L1) and English as second language (L2). Within-language predictors of reading comprehension were consistent with the simple view of reading. We found unidirectional cross-linguistic associations between Spanish word reading and English reading comprehension. However, the results do not support a cross-linguistic association between English word reading and Spanish reading comprehension. Specifically, results indicate that although L1 and L2 language and reading constructs correlate, L2 skills do not strongly contribute to L1 reading comprehension. Findings are discussed in terms of possible factors that might influence potential cross-language relations among Spanish and English measures. Keywords: reading comprehension; bilingualism; cross-linguistic relations

scholarly journals Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities

2019 ◽  
Vol 55 (1) ◽  
pp. 23-31
Author(s):  
Kelly J. Williams ◽  
Leticia R. Martinez
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Language Proficiency ◽  
English Language ◽  
Word Reading ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Adolescent Students ◽  
Secondary Grades ◽  
Learning English

Many adolescent students who are learning English and are identified with learning disabilities have difficulties with both reading comprehension and English language proficiency. In the secondary grades, these students have fewer opportunities to improve their reading comprehension and to learn from a range of disciplinary texts. To address these challenges, this article provides research-based practices to improve the language and literacy skills of these students through explicit instruction on word reading and academic vocabulary.

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