A Probe into Lexical Depth: What Is the Direction of Transfer for L1 Literacy and L2 Development?

Autor/in	Pajoohesh, Parto
Titel	A Probe into Lexical Depth: What Is the Direction of Transfer for L1 Literacy and L2 Development?
Quelle	In: Heritage Language Journal, 5 (2007) 1, S.117-146 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-7076
Schlagwörter	Transfer of Training; Statistical Analysis; English (Second Language); Indo European Languages; Bilingualism; Heritage Education; Literacy; Second Language Learning; Native Language Instruction; Comparative Analysis; Correlation; Place of Residence; Immigrants; Measures (Individuals); Vocabulary; Academic Discourse; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Statistische Analyse; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Zweitsprachenerwerb; Native language education; Muttersprachlicher Unterricht; Korrelation; Wohnort; Immigrant; Immigrantin; Immigranten; Messdaten; Wortschatz; Discourse; Diskurs; Ausland; Kanada
Abstract	This paper examines the intersection between heritage language (HL) learning and the development of English and Farsi deep lexical knowledge. The study compares two groups of Farsi-English bilingual children with different HL educational backgrounds and a group of English-only children by testing their paradigmatic-syntagmatic knowledge of words. A statistical analysis of the children's deep lexical knowledge was conducted in light of their HL literacy experience, second language (English) schooling, and length of residence. The findings revealed that longer length of residence and L2 schooling correlates with better performance on the L2 measures of lexical depth, whereas longer residence in the home country and first language (L1) formal schooling do not correlate with better performance on the Farsi measures. The study concluded that, in the long term, the learning of a heritage language, in combination with L2 academic instruction is more effective to the cross-lingual transfer of academic skills. (Contains 2 notes, 1 figure and 7 tables.) (As Provided).
Anmerkungen	National Heritage Language Resource Center and UC Consortium for Language Learning & Teaching. 1333 Rolfe Hall, Los Angeles, CA 90095-1411. Tel: 310-825-1138; Fax: 310-206-5183; e-mail: hlj@international.ucla.edu; Web site: http://www.heritagelanguages.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10