Reading in Multilingual Learners of Urdu (L1), English (L2) and Arabic (L3)

Autor/inn/en	Mirza, Amna; Gottardo, Alexandra; Chen, Xi
Titel	Reading in Multilingual Learners of Urdu (L1), English (L2) and Arabic (L3)
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 1, S.187-207 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9669-1
Schlagwörter	Multilingualism; English (Second Language); Urdu; Semitic Languages; Reading Achievement; Language Proficiency; Language Skills; Reading Skills; Vocabulary Skills; Elementary School Students; Language Acquisition; Literacy; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Arabisch; Hebräisch; Leseleistung; Language skill; Language skills; Sprachkompetenz; Reading skill; Lesefertigkeit; Aktiver Wortschatz; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Kanada
Abstract	The present study examined the language and literacy skills and their relations to each other in multilingual children, who have a broad range of oral and written language proficiency in each language that they "know". Reading and vocabulary skills were tested in 50 Canadian children (ages 6-10 years) who were Urdu-English speakers, learning Arabic. Reading skills were related to within-language oral proficiency and across languages with similar and different orthographies. The results suggest the need for hybrid models of language acquisition that combine language-general and language-specific components. The results also are discussed in terms of the need to consider the language and literacy skills of multilingual individuals in current theories of language and literacy acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01