Language Dominance Predicts Cognate Effects and Metalinguistic Awareness in Preschool Bilinguals

Autor/inn/en	Robinson Anthony, Jonathan J. D.; Blumenfeld, Henrike K.; Potapova, Irina; Pruitt-Lord, Sonja L.
Titel	Language Dominance Predicts Cognate Effects and Metalinguistic Awareness in Preschool Bilinguals
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 3, S.922-941 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robinson Anthony, Jonathan J. D.) ORCID (Blumenfeld, Henrike K.) ORCID (Potapova, Irina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1735990
Schlagwörter	Language Dominance; Transfer of Training; Spanish; English (Second Language); Language Processing; Metalinguistics; Bilingual Students; Preschool Children; Form Classes (Languages); Receptive Language; Language Proficiency; Intelligence Tests; Verbal Ability; Vocabulary; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Sprachliche Dominanz; Training; Transfer; Ausbildung; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverarbeitung; Metalanguage; Metasprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Analytischer Sprachbau; Rezeptive Kommunikationsfähigkeit; Language skill; Language skills; Sprachkompetenz; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz
Abstract	The current work investigates whether language dominance predicts transfer of skills across cognitive-linguistic levels from the native language (Spanish) to the second language (English) in bilingual preschoolers. Sensitivity to cognates ("elephant/elefante" in English/Spanish) and metalinguistic awareness (MLA) have both been shown to transfer from the dominant to the nondominant language. Examining these types of transfer together using a continuous measure of language dominance may allow us to better understand the effect of the home language in children learning a majority language in preschool. Forty-six preschool-aged, Spanish-English bilinguals completed English receptive vocabulary and metalinguistic tasks indexing cognate effects and MLA. Language dominance was found to predict crosslinguistic (cognate) facilitation from Spanish to English. In addition, MLA skills also transferred from Spanish to English for children with lower English proficiency, and no transfer of MLA was evident for children with higher English proficiency. Altogether, findings suggest that transfer from a dominant first language to a nondominant second language happens at linguistic and cognitive-linguistic levels in preschoolers, although possibly influenced by second language proficiency. The current study has implications for supporting the home language for holistic cognitive-linguistic development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01