Bilingual Welsh-English Children's Acquisition of Vocabulary and Reading: Implications for Bilingual Education

Autor/inn/en	Rhys, Mirain; Thomas, Enlli Môn
Titel	Bilingual Welsh-English Children's Acquisition of Vocabulary and Reading: Implications for Bilingual Education
Quelle	In: International Journal of Bilingual Education and Bilingualism, 16 (2013) 6, S.633-656 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2012.706248
Schlagwörter	Bilingualism; Second Language Learning; Welsh; Receptive Language; English; English (Second Language); Control Groups; Monolingualism; Literacy; Language Minorities; Task Analysis; Vocabulary Development; Bilingual Education; Elementary School Students; Language of Instruction; Language Tests; Educational Strategies; Teaching Methods; Language Acquisition; Linguistic Input; Foreign Countries; Questionnaires; Socioeconomic Status; Correlation; Reading Comprehension; Reading Tests; United Kingdom (Wales); Neale Analysis of Reading Ability; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; Walisisch; Rezeptive Kommunikationsfähigkeit; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachminderheit; Aufgabenanalyse; Wortschatzarbeit; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Language test; Sprachtest; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachaneignung; Spracherwerb; Sprachbildung; Ausland; Fragebogen; Socio-economic status; Sozioökonomischer Status; Korrelation; Leseverstehen; Lesetest
Abstract	Previous studies have highlighted early differences in bilinguals' rate of language acquisition in comparison with monolinguals. However, these differences seem to disappear with increasing age and exposure to the language, and do so quicker in dominant community languages than in minority status languages. This study aimed to replicate these findings in relation to literacy development. Three groups of Welsh-English bilinguals (L1 Welsh, simultaneous bilinguals and L1 English) were given receptive vocabulary tasks and reading tasks in Welsh and in English. An additional group of monolingual English-speaking controls was given the English tasks. Results revealed differential performance among the bilinguals in relation to the English tasks, with the L1 English bilinguals and monolinguals performing closer to age norms than L1 Welsh and simultaneous bilinguals by the end of primary school education. No differences were found between the L1 English bilinguals and the monolinguals on either task. On the Welsh measures, performance mirrored those of previous studies, on both tasks, demonstrating higher levels of performance relative to increasing amounts of exposure to Welsh. The implications of these findings for bilingual education strategies, particularly in relation to the development of bilingual language competence in minority language situations, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10