Skip to main content
×
Home
    • Aa
    • Aa

The influence of learning a second language in primary school on developing first language literacy skills

  • VICTORIA A. MURPHY (a1), ERNESTO MACARO (a1), SONIA ALBA (a1) and CLAUDIA CIPOLLA (a1)
Abstract
ABSTRACT

This study investigated whether learning a second language (L2) has a facilitative effect on first language (L1) literacy and whether there is an advantage to learning an L2 with transparent grapheme–phoneme correspondences. One hundred fifty Year 3 children were randomly assigned into one of three groups: L2 Italian, L2 French, and control. Children were pretested on measures of English (L1) spelling, reading and phonological processing. The L2 groups then received 15 weeks of L2 instruction in Italian or French, respectively. The L2 groups outperformed the control group on posttest measures of English reading accuracy and different aspects of phonological processing. In addition, there was an advantage for the L2 Italian group as their scores were higher than the L2 French group on English reading accuracy and phonological processing.

Copyright
Corresponding author
ADDRESS FOR CORRESPONDENCE Victoria A. Murphy, Department of Education, University of Oxford, 15 Norham Gardens, Oxford OX2 6PY, United Kingdom. E-mail: victoria.murphy@education.ox.ac.uk
Linked references
Hide All

This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

E. Bialystok (2001). Bilingualism in development. Cambridge: Cambridge University Press.

E. Bialystok (2002). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 52, 159199.

E. Bialystok , S. Majumder , & M. M. Martin (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 2744.

S. R. Borgwaldt , F. M. Hellwig & De A. M. B. Groot (2005). Onset entropy matters: Letter-to-phoneme mappings in seven languages. Reading and Writing, 18, 211229.

L. Cameron (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

R. Campbell , & E. Sais (1995). Accelerated metalinguistic (phonological) awareness in bilingual children. British Journal of Developmental Psychology, 13, 6168.

P. Chiappe & L. S. Siegel (1999). Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91, 2028.

G. Cossu , M. Gugliotta , & J. C. Marshall (1995). Acquisition of reading and written spelling in a transparent orthography: Two non-parallel processes. Reading and Writing, 7, 922.

A. D'Angiulli , L. S. Siegel , & E. Serra (2001). The development of reading in English and Italian bilingual children. Applied Psycholinguistics, 22, 479507.

S. H. Deacon , & P. Bryant (2006). This turnip's not for turning: Children's morphological awareness and their use of root morphemes in spelling. British Journal of Developmental Psychology, 24, 567575.

S. H. Deacon , & J. R. Kirby (2004). Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223238.

E. Geva , & L. S. Siegel (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing, 12, 130.

A. C. Graesser , M. Singer , & T. Trabasso (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371395.

J. R. Hanley , J. Masterson , & L. H. Spencer (2004). How long do the advantages of learning to read a transparent orthography last? An investigation of the reading skills and reading impairment of Welsh children at 10 years. Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 57, 13931410.

K. Landerl , H. Wimmer , & U. Frith (1997). The impact of orthographic consistency on dyslexia: A German–English comparison. Cognition, 63, 315334.

M. Loizou , & M. Stuart (2003). Phonological awareness in monolingual and bilingual English and Greek five-year-olds. Journal of Research in Reading, 26, 318.

E. Macaro , & L. Erler (2008). Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics, 29, 90119.

E. Macaro , & T. Mutton (2009) Developing reading achievement in primary learners of French: Inferencing strategies versus exposure to “graded readers.” Language Learning Journal, 37, 165182.

J. Philp , R. Oliver , & A. Mackey (Eds). (2008). Second language acquisition and the younger learner: Child's play? Amsterdam: John Benjamins.

A. Pinter (2011). Children learning second languages. Basingstoke: Palgrave Macmillan.

P. H. K. Seymour , M. Aro , & J. M. Erskine (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143174.

A. L. R. Spooner , A. D. Baddeley , & S. E. Gathercole (2004). Can reading accuracy and comprehension be separated in the Neale analysis of reading ability? British Journal of Educational Psychology, 74, 187204.

J. C. Ziegler , D. Bertrand , D. Tóth , V. Csépe , A. Reis , L. Faísca , et al. (2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science, 21, 551559.

Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Applied Psycholinguistics
  • ISSN: 0142-7164
  • EISSN: 1469-1817
  • URL: /core/journals/applied-psycholinguistics
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 38
Total number of PDF views: 223 *
Loading metrics...

Abstract views

Total abstract views: 953 *
Loading metrics...

* Views captured on Cambridge Core between September 2016 - 27th May 2017. This data will be updated every 24 hours.