Chinese-English Biliteracy Acquisition: Cross-Language and Writing System Transfer

Autor/inn/en	Wang, Min; Perfetti, Charles A.; Liu, Ying
Titel	Chinese-English Biliteracy Acquisition: Cross-Language and Writing System Transfer
Quelle	In: Cognition, 97 (2005) 1, S.67-88 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2004.10.001
Schlagwörter	Written Language; Phonology; Writing Skills; Reading Skills; Mandarin Chinese; English (Second Language); Reading Processes; Reading Writing Relationship; Sight Method; Asian American Students; Bilingual Students; Second Language Learning; Orthographic Symbols + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Fonologie; Writing skill; Schreibfertigkeit; Reading skill; Lesefertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Leseprozess; Look-and-say method; Ganzheitsmethode; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Zweitsprachenerwerb
Abstract	This study investigated cross-language and writing system relationship in biliteracy acquisition of children learning to read two different writing systems--Chinese and English. Forty-six Mandarin-speaking children were tested for their first language (Chinese-L1) and second language (English-L2) reading skills. Comparable experiments in Chinese and English were designed focusing on two reading processes--phonological and orthographic processing. Word reading skills in both writing systems were tested. Results revealed that Chinese onset matching skill was significantly correlated with English onset and rime matching skills. Pinyin, an alphabetic phonetic system used to assist children in learning to read Chinese characters, was highly correlated with English pseudoword reading. Furthermore, Chinese tone processing skill contributed a moderate but significant amount of variance in predicting English pseudoword reading even when English phonemic-level processing skill was taken into consideration. Orthographic processing skill in the two writing systems, on the other hand, did not predict each other's word reading. These findings suggest that bilingual reading acquisition is a joint function of shared phonological processes and orthographic specific skills. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10