The Roles of Metalinguistic Skills in Chinese-English Biliteracy Development

Autor/inn/en	Luo, Yang Cathy; Koh, Poh Wee; Deacon, S. Hélène; Chen, Xi
Titel	The Roles of Metalinguistic Skills in Chinese-English Biliteracy Development
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 8, S.1721-1740 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9778-5
Schlagwörter	Phonological Awareness; Morphology (Languages); Bilingual Students; Chinese; English (Second Language); Kindergarten; Grade 1; Oral Language; Vocabulary; Predictor Variables; Native Language Instruction; Foreign Countries; Metalinguistics; Canada + Suchen Sie Ihr Suchwort? Morphology; Morphologie; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; School year 01; 1. Schuljahr; Schuljahr 01; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatz; Prädiktor; Native language education; Muttersprachlicher Unterricht; Ausland; Metalanguage; Metasprache; Kanada
Abstract	The study examined the role of phonological awareness and morphological awareness in concurrent and subsequent oral vocabulary among Chinese-English bilingual children who learned Chinese as their heritage language and English as their societal language. Ninety-one Chinese-English bilingual children in kindergarten and Grade 1 who were recruited from Chinese heritage language classes in Canada, participated in the study. They were tested twice, 1 year apart, on a battery of cognitive and literacy measures in Chinese and English. The results indicated that for oral vocabulary, morphological awareness was the only concurrent predictor in both languages. English morphological awareness made a direct contribution to English vocabulary measured a year later. By contrast, the contribution of morphological awareness to vocabulary in Chinese at Time 2 was indirect and mediated by vocabulary at Time 1. Phonological awareness did not make a significant contribution to vocabulary at Times 1 or 2 in either language. Our results highlight the importance of morphological awareness in oral vocabulary for children learning Chinese and English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01