What Would Disprove Interdependence? Lessons Learned from a Study on Biliteracy in Portuguese Heritage Language Speakers in Switzerland

Autor/inn/en	Berthele, Raphael; Vanhove, Jan
Titel	What Would Disprove Interdependence? Lessons Learned from a Study on Biliteracy in Portuguese Heritage Language Speakers in Switzerland
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 5, S.550-566 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berthele, Raphael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1385590
Schlagwörter	Bilingualism; Literacy; Portuguese; French; German; Prediction; Heritage Education; Foreign Countries; Linguistic Theory; Correlation; Native Language Instruction; Second Language Learning; Second Language Instruction; Transfer of Training; Language Classification; Longitudinal Studies; Reading Tests; Writing Tests; Language Proficiency; Comparative Analysis; Program Descriptions; Elementary School Students; Switzerland + Suchen Sie Ihr Suchwort? Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Portugiesischunterricht; Französisch; Deutscher; Vorhersage; Ausland; Linguistische Theorie; Korrelation; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Training; Transfer; Ausbildung; Sprachtypologie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lesetest; Writing test; Schreibtest; Language skill; Language skills; Sprachkompetenz; Schweiz
Abstract	This article reports on an investigation into the bilingual development of literacy skills in Portuguese heritage language speakers in Switzerland in which we sought to put Cummins' linguistic interdependence hypothesis to the test. Three predictions were derived from this hypothesis: (1) Literacy skill levels in one of the bilinguals' languages can best be predicted from skill levels in both languages at an earlier point in time; (2) Crosslinguistic effects originating from the language in which literacy skills are explicitly taught are stronger than those originating from the language in which they are not explicitly taught; (3) Crosslinguistic effects are stronger between more closely related language pairs. These three predictions were evaluated using longitudinal reading and writing data from 233 French-Portuguese and German-Portuguese bilingual children. Results show that prediction (1) is borne out but predictions (2) and (3) are not. The discussion centres on the vast array of possible results that are compatible with the interdependence hypothesis in correlational studies, particularly if it is combined with post hoc thresholds. Our conclusion is that current forms of the interdependence hypothesis do not offer a fruitful framework for further investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01