Cross-Language Transfer of Reading Skills: An Empirical Investigation of Bidirectionality and the Influence of Instructional Environments

Autor/inn/en	Kim, Young-Suk Grace; Piper, Benjamin
Titel	Cross-Language Transfer of Reading Skills: An Empirical Investigation of Bidirectionality and the Influence of Instructional Environments
Quelle	32 (2019), S.839-871 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Kim, Young-Suk Grace)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Transfer of Training; Reading Skills; Second Language Learning; Native Language; Linguistic Theory; Language Proficiency; Correlation; Multilingualism; Longitudinal Studies; Literacy Education; Intervention; African Languages; English (Second Language); Comparative Analysis; Teaching Methods; Phonological Awareness; Phoneme Grapheme Correspondence; Grade 1; Grade 2; Elementary School Students; Official Languages; Foreign Countries; Kenya + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Linguistische Theorie; Language skill; Language skills; Sprachkompetenz; Korrelation; Mehrsprachigkeit; Multilingualismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Office language; Amtssprache; Ausland; Kenia
Abstract	The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examined "bidirectional" influences of literacy skills in multilingual contexts, and whether the nature of relations varied as a function of literacy instruction environment. To do so, we used longitudinal data from a randomized controlled trial of a literacy intervention for children in Grades 1 and 2, learning to read in Kiswahili and English, two official languages in Kenya. Children in the treatment condition received explicit and systematic instruction on literacy (e.g., phonological awareness, phoneme-grapheme correspondences) in Kiswahili and English, whereas children in the control condition did not. Overall results supported bidirectionality of relations, such that children's literacy skills in the two languages were reciprocally related over time. However, directionality of relations differed as a function of language and literacy instruction condition, such that the relation from English to Kiswahili was found across intervention conditions, but the relation from Kiswahili to English was found only among children who had received explicit instruction in Kiswahili reading. These results are discussed in light of theory and practice for language and literacy acquisition in multilingual contexts. [This article was published in "Reading and Writing" (EJ1210814).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01