Learning to Read in Two Languages: Impediment or Facilitator?

Autor/in	Joy, Rhonda
Titel	Learning to Read in Two Languages: Impediment or Facilitator?
Quelle	In: Electronic journal of foreign language teaching, 8 (2011) 1, S. 5-18 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 5; Literaturangaben; Tabellen 1
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Kind; Immersion; Zweitsprachenerwerbsforschung; Lesen; Kanada
Abstract	The purpose of the study reported on in this paper was to investigate the concurrent development of first- and second-language reading and spelling skills. The study's participants were 47 grade one children enrolled in a Canadian French-Immersion program and their first language was English. The following skills were tested at the beginning and end of the children's school year: word reading, phonological awareness, oral-language proficiency, spelling and pseudoword-decoding. Descriptive statistics and ANOVAs revealed that there was an improvement in French and English reading and spelling skills from the beginning to the end of the year with a tendency for French skill development to be faster than English. English reading and spelling skills continued to develop throughout the year despite a lack of formal instruction in English. All English and French skills improved over time. However, the rate of development of some of the English skills was slower than what was reported in the standard scores for English-only students. Results suggested that learning in a second language proved to be both a facilitator and an impediment, depending on the particular skills ex-amined. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2