Phonetic Discrimination, Phonological Awareness, and Pre-Literacy Skills in Spanish-English Dual Language Preschoolers

Autor/inn/en	Smith, Sara A.; Leon Guerrero, Sibylla; Surrain, Sarah; Luk, Gigi
Titel	Phonetic Discrimination, Phonological Awareness, and Pre-Literacy Skills in Spanish-English Dual Language Preschoolers
Quelle	In: Journal of Child Language, 49 (2022) 1, S.80-113 (34 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Sara A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000920000768
Schlagwörter	Phonetics; Auditory Discrimination; English (Second Language); Second Language Learning; Second Language Instruction; Task Analysis; Russian; Language Dominance; Prediction; Phonological Awareness; Speech Communication; Preschool Children; Emergent Literacy; Phonemics + Suchen Sie Ihr Suchwort? Phonetik; Fonetik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Russisch; Sprachliche Dominanz; Vorhersage; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Fonemsystem
Abstract	The current study explores variation in phonemic representation among Spanish--English dual language learners (DLLs, n = 60) who were dominant in English or in Spanish. Children were given a phonetic discrimination task with speech sounds that: 1) occur in English and Spanish, 2) are exclusive to English, and 3) are exclusive to Russian, during Fall (age m = 57 months) and Spring (age m = 62 months, n = 42). In Fall, English-dominant DLLs discriminated more accurately than Spanish-dominant DLLs between English-Spanish phones and English-exclusive phones. Both groups discriminated Russian phones at or close to chance. In Spring, however, groups no longer differed in discriminating English-exclusive phones and both groups discriminated Russian phones above chance. Additionally, joint English-Spanish and English-exclusive phonetic discrimination predicted children's phonological awareness in both groups. Results demonstrate plasticity in early childhood through diverse language exposure and suggest that phonemic representation begins to emerge driven by lexical restructuring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01