The Phonological Skills of Bilingual Preschool Children Speaking Polish and Ukrainian in Poland

Autor/inn/en	Debski, Robert; Mlynski, Rafal; Redkva, Mariya
Titel	The Phonological Skills of Bilingual Preschool Children Speaking Polish and Ukrainian in Poland
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 5, S.1624-1640 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Debski, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1791047
Schlagwörter	Foreign Countries; Bilingualism; Preschool Children; Polish; Ukrainian; Phonological Awareness; Phonology; Language Acquisition; Monolingualism; Language Skills; Age Differences; Time; Preschool Education; Phonemes; Vowels; Syllables; Articulation (Speech); Interference (Language); Poland + Suchen Sie Ihr Suchwort? Ausland; Bilingualismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Polnisch; Fonologie; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Age; Difference; Age difference; Altersunterschied; Zeit; Fonem; Silbe; Polen
Abstract	The extent of quantitative and qualitative differences in phonological development between bilingual children and their monolingual counterparts remains unresolved, especially with regard to typologically-related languages. The current study used a comparative research design to examine the phonological skills of preschool children speaking Polish and Ukrainian, a pair of Slavic languages hitherto unexplored in this context. It involved 57 typically-developing children aged 4;0-6;0, i.e. 18 bilingual children speaking Polish and Ukrainian in Poland, 19 monolingual Polish children in Poland and 20 monolingual Ukrainian children in Ukraine. The qualitative and quantitative analyses of data collected through single-word elicitation tests involved between-group comparisons of bilingual and monolingual children's speech and within-group comparisons of the bilingual children's phonological systems. Results paint a complex picture of bilingual phonological development with mostly typical patterns, a strong crosslinguistic influence, and rare processes which are difficult to interpret. Authors hypothesise that such general patterns of phonological process use might be typical of bilingual development involving typologically-related and geographically close languages. Findings underscore the need to assess bilingual children in all their languages and dialects. Errors which cannot be interpreted through either rules of normal development or crosslinguistic interaction could be a sign of disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01