Cross-Language Transfer: A Single Case Study on the Acquisition of Argumentative Reasoning

Autor/inn/en	Jiang, Yih-Lin Belinda; Kuo, Li-Jen; Moody, Stephanie M.
Titel	Cross-Language Transfer: A Single Case Study on the Acquisition of Argumentative Reasoning
Quelle	In: Bilingual Research Journal, 45 (2022) 1, S.99-119 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2022.2087790
Schlagwörter	Transfer of Training; Second Language Learning; Native Language; Literacy; Bilingualism; Persuasive Discourse; Case Studies; Chinese; English (Second Language); Elementary School Students; Syntax; Thinking Skills; Discourse Analysis; Intervention; Language Acquisition; Lesson Plans; Group Discussion; Interference (Language); Language Usage; Vocabulary Development + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Persuasion; Persuasive Kommunikation; Case study; Fallstudie; Case Study; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Denkfähigkeit; Diskursanalyse; Sprachaneignung; Spracherwerb; Lesson planning; Unterrichtsplanung; Gruppendiskussion; Sprachgebrauch; Wortschatzarbeit
Abstract	Current research on cross-language transfer has focused primarily on literacy development. The present study extends the scope of existing research by focusing on argumentative reasoning, an important but under-research academic skill. A single-case study with a reversal design was conducted with four Chinese-English elementary students with the well-established Collaborative Reasoning (CR) discussion model. Data included transcripts of the lessons and discussions, surveys, and interviews. Cross- language transfer of argumentative reasoning was observed at the lexical, syntactic, and discourse levels and varied with factors identified in previous research on biliteracy development. Theoretical and methodological contributions of the study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01