The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali-Swedish Bilinguals

Autor/inn/en	Ganuza, Natalia; Hedman, Christina
Titel	The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali-Swedish Bilinguals
Quelle	In: Applied Linguistics, 40 (2019) 1, S.108-131 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amx010
Schlagwörter	Native Language Instruction; Swedish; Reading Comprehension; Correlation; Literacy; Bilingualism; Afro Asiatic Languages; Language Usage; Vocabulary Development; Language Proficiency; Second Language Learning; Case Studies; Longitudinal Studies; Contrastive Linguistics; Time Management; Language of Instruction; Educational Benefits; Foreign Countries; Measures (Individuals); Sweden + Suchen Sie Ihr Suchwort? Native language education; Muttersprachlicher Unterricht; Schwedisch; Leseverstehen; Korrelation; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Sprachgebrauch; Wortschatzarbeit; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Linguistics; Kontrastive Linguistik; Zeitmanagement; Teaching language; Unterrichtssprache; Bildungsertrag; Ausland; Messdaten; Schweden
Abstract	This study investigates if participation in mother tongue instruction (henceforth MTI) impacts the biliteracy proficiency of young bilinguals, drawing on examples from Somali-Swedish bilinguals and Somali MTI in a Swedish school context. In the study, biliteracy was operationalized as reading proficiency and vocabulary knowledge in two languages, which was tested with measures of word decoding, reading comprehension, and vocabulary breadth and depth. The study was designed to allow for cross-sectional, longitudinal, and cross-linguistic analyses of data. Overall, the results showed that participation in MTI contributed positively to participants' results on Somali reading comprehension, beyond the influence of chronological age, age of arrival, and reported home language and literacy use. Furthermore, higher results in Somali were associated with higher results on the same measures in Swedish, in particular for the reading measures. In sum, the results indicate that MTI has an impact on some aspects of literacy proficiency in the mother tongue, despite the restricted time allocated for it (<1 h/week). They also indicate that MTI, albeit indirectly, may benefit the stated proficiencies in the language of schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01