Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems

Autor/inn/en	Bialystok, Ellen; McBride-Chang, Catherine; Luk, Gigi
Titel	Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems
Quelle	In: Journal of Educational Psychology, 97 (2005) 4, S.580-590 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Written Language; Monolingualism; Language Proficiency; Bilingualism; English (Second Language); Bilingual Students; Reading Skills; Second Language Learning; Chinese; Young Children; Decoding (Reading); Chinese Americans; Beginning Reading + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Language skill; Language skills; Sprachkompetenz; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; China; Chinesen; Frühe Kindheit; Dekodierung; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; USA; Erstleseunterricht
Abstract	Two hundred and four 5- and 6-year-olds who were monolingual English-, bilingual English-Chinese-, or Chinese-speaking children beginning to learn English (2nd-language learners) were compared on phonological awareness and word decoding tasks in English and Chinese. Phonological awareness developed in response to language exposure and instruction but, once established, transferred across languages for both bilinguals and 2nd-language learners. In contrast, decoding ability developed separately for each language as a function of proficiency and instruction in that language and did not transfer to the other language. Therefore, there was no overall effect of bilingualism on learning to read: Performance depended on the structure of the language, proficiency in that language, and instructional experiences with that writing system. These results point to the importance of evaluating the features of the languages and instructional context in which children become biliterate. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10