Literacy Acquisition in Multilingual Educational Contexts: Evidence from Coastal Kenya

Autor/inn/en	Jasinska, Kaja K.; Wolf, Sharon; Jukes, Matthew C. H.; Dubeck, Margaret M.
Titel	Literacy Acquisition in Multilingual Educational Contexts: Evidence from Coastal Kenya
Quelle	In: Developmental Science, 22 (2019) 5, (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12828
Schlagwörter	Literacy; Multilingualism; Phonological Awareness; African Languages; English (Second Language); Foreign Countries; Child Development; Receptive Language; Longitudinal Studies; Native Language; Second Language Learning; Contrastive Linguistics; Family Environment; Educational Environment; Language Usage; Language of Instruction; Prediction; Language Acquisition; Elementary School Students; Kenya + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Mehrsprachigkeit; Multilingualismus; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Kindesentwicklung; Rezeptive Kommunikationsfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Linguistics; Kontrastive Linguistik; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sprachgebrauch; Teaching language; Unterrichtssprache; Vorhersage; Sprachaneignung; Spracherwerb; Kenia
Abstract	Literacy is a powerful tool against poverty, leading to further education and vocational success. In sub-Saharan Africa, schoolchildren commonly learn in two languages--African and European. Multiple early literacy skills (including phonological awareness and receptive language) support literacy acquisition, but this has yet to be empirically tested in sub-Saharan Africa, where learning contexts are highly multilingual, and children are often learning to read in a language they do not speak at home. We use longitudinal data from 1,100 school children spanning three groups of native languages [Mijikenda languages (Digo, Duruma, Chonyi, and Giriama), Kiswahili, Kikamba] in coastal Kenya (language of instruction: Kiswahili and English). We find that baseline phonological awareness and receptive language are differentially important in predicting literacy skills in English and in Kiswahili, and these relations are moderated by the degree of shared cross-linguistic features between home and school languages. Importantly, the relative importance of these factors changes over development. Implications for language development and literacy acquisition in linguistically diverse contexts are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01