Producing Bilinguals through Immersion Education: Development of Metalinguistic Awareness

Autor/inn/en	Bialystok, Ellen; Peets, Kathleen F.; Moreno, Sylvain
Titel	Producing Bilinguals through Immersion Education: Development of Metalinguistic Awareness
Quelle	In: Applied Psycholinguistics, 35 (2014) 1, S.177-191 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716412000288
Schlagwörter	Bilingualism; Metalinguistics; Immersion Programs; Syntax; Grade 2; Grade 5; Elementary School Students; Language Fluency; Verbal Communication; Measures (Individuals); Task Analysis; Second Language Instruction; Second Language Learning; Cognitive Ability; Public Schools; Linguistic Performance; English; French; Native Language; Executive Function; Comparative Analysis; Age Differences + Suchen Sie Ihr Suchwort? Bilingualismus; Metalanguage; Metasprache; Immersionsprogramm; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; Language skill; Language skills; Sprachkompetenz; Messdaten; Aufgabenanalyse; Fremdsprachenunterricht; Zweitsprachenerwerb; Denkfähigkeit; Public school; Öffentliche Schule; English language; Englisch; Französisch; Age; Difference; Age difference; Altersunterschied
Abstract	This study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124 children in second and fifth grades who were enrolled in either a French immersion or a regular English program. All children were from monolingual English-speaking homes and attended local public schools in middle socioeconomic neighborhoods. Measures included morphological awareness, syntactic awareness, and verbal fluency, with all testing in English. These tasks differed in their need for executive control, a cognitive ability that is enhanced in bilingual children. Overall, the metalinguistic advantages reported in earlier research emerged gradually, with advantages for tasks requiring more executive control (grammaticality judgment) appearing later and some tasks improving but not exceeding performance of monolinguals (verbal fluency) even by fifth grade. These findings demonstrate the gradual emergence of changes in metalinguistic concepts associated with bilingualism over a period of about 5 years. Performance on English-language proficiency tasks was maintained by French immersion children throughout in spite of schooling being conducted in French. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10