Reyes, Alexandra Morales Arechabaleta, Begona and Montrul, Silvina A. 2017. The acquisition of rhotics by child L2 and L3 learners. Journal of Second Language Pronunciation, Vol. 3, Issue. 2,
Bien-Miller, Lena Akbulut, Muhammed Wildemann, Anja and Reich, Hans H. 2017. Zusammenhänge zwischen mehrsprachigen Sprachkompetenzen und Sprachbewusstheit bei Grundschulkindern. Zeitschrift für Erziehungswissenschaft, Vol. 20, Issue. 2, p. 193.
Chunpeng, Cai and Hee-Don, Ahn 2017. The Influence of L2 on L1 Lexical Competence and Grammatical Properties in Written Expressions. Chinese Journal of Applied Linguistics, Vol. 40, Issue. 2,
JANSSEN, CARESSA SEGERS, ELIANE MCQUEEN, JAMES M. and VERHOEVEN, LUDO 2017. Transfer from implicit to explicit phonological abilities in first and second language learners. Bilingualism: Language and Cognition, Vol. 20, Issue. 04, p. 795.
Maluch, Jessica Tsimprea and Kempert, Sebastian 2017. Bilingual profiles and third language learning: the effects of the manner of learning, sequence of bilingual acquisition, and language use practices. International Journal of Bilingual Education and Bilingualism, p. 1.
Dahm, Rebecca and De Angelis, Gessica 2017. The role of mother tongue literacy in language learning and mathematical learning: is there a multilingual benefit for both?. International Journal of Multilingualism, p. 1.
Goschler, Juliana 2016. Die Entwicklung von Lesefähigkeiten bei mehrsprachigen Kindern: Ein Forschungsüberblick. Mitteilungen des Deutschen Germanistenverbandes, Vol. 63, Issue. 2, p. 147.
Woumans, Evy Surmont, Jill Struys, Esli and Duyck, Wouter 2016. The Longitudinal Effect of Bilingual Immersion Schooling on Cognitive Control and Intelligence*. Language Learning, Vol. 66, Issue. S2, p. 76.
Kuo, Li-Jen Uchikoshi, Yuuko Kim, Tae-Jin and Yang, Xinyuan 2016. Bilingualism and phonological awareness: Re-examining theories of cross-language transfer and structural sensitivity. Contemporary Educational Psychology, Vol. 46, p. 1.
Ahmadian, Moussa Bahrami, Leila and Amini, Seyyedeh-Mahsa 2016. A Comparative Study of the Phonological Awareness of Pre-school Persian Monolingual and Turkish-Persian Bilingual Children. Theory and Practice in Language Studies, Vol. 6, Issue. 3, p. 501.
Huang, Becky H. 2016. A synthesis of empirical research on the linguistic outcomes of early foreign language instruction. International Journal of Multilingualism, Vol. 13, Issue. 3, p. 257.
Bisson, Marie-Josée van Heuven, Walter J. B. Conklin, Kathy and Tunney, Richard J. 2015. The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary. The Quarterly Journal of Experimental Psychology, Vol. 68, Issue. 7, p. 1306.
De Angelis, Gessica 2015. English L3 learning in a multilingual context: the role of parental education and L2 exposure within the living community. International Journal of Multilingualism, Vol. 12, Issue. 4, p. 435.
Chan, Lydia LS and Sylva, Kathy 2015. Exploring emergent literacy development in a second language: A selective literature review and conceptual framework for research. Journal of Early Childhood Literacy, Vol. 15, Issue. 1, p. 3.
Wight, Mary Caitlin S. 2015. Students With Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption. Foreign Language Annals, Vol. 48, Issue. 1, p. 39.
MURPHY, VICTORIA A. MACARO, ERNESTO ALBA, SONIA and CIPOLLA, CLAUDIA 2015. The influence of learning a second language in primary school on developing first language literacy skills. Applied Psycholinguistics, Vol. 36, Issue. 05, p. 1133.
Bassetti, Benedetta A. L. 2014. Is grammatical gender considered arbitrary or semantically motivated? Evidence from young adult monolinguals, second language learners, and early bilinguals. British Journal of Psychology, Vol. 105, Issue. 2, p. 273.
Mei, Leilei Xue, Gui Lu, Zhong-Lin Chen, Chuansheng Zhang, Mingxia He, Qinghua Wei, Miao and Dong, Qi 2014. Learning to read words in a new language shapes the neural organization of the prior languages. Neuropsychologia, Vol. 65, p. 156.
This study examined whether the often-reported metalinguistic benefits of childhood bilingualism extend to children whose experience with a second language is considerably more limited, and if so, whether this metalinguistic advantage flows on to reading acquisition. Its purpose was to provide direct evidence of a causal role for metalinguistic awareness in reading acquisition. The study focused on the developing word awareness skills of two groups of preparatory and grade 1 children: one group was strictly monolingual in English; the other, the “marginal bilingual” group, consisted of English monolingual who were participating in a second language program that provided I hour of Italian instruction each week.After only 6 months of instruction in Italian, the marginal bilingual children showed a significantly higher level word awareness than their monolingual counterparts. This advantage weakened across grade 1, as both groups approached ceiling levels of performance. Nonetheless, the initial advantage flows through to the first major step in reading acquisition, with the grade 1 marginal bilinguals showing significantly greater word recognition skill than the monolinguals, thus strengthening the argument for a causal role in reading acquisition for word awareness.
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