Cross-linguistic transfer in reading in multilingual contexts / edited by Elena Zaretsky, Mila Schwartz.

Format:

Book

Contributor:

Zaretsky, Elena, editor.

Schwartz, Mila, editor.

Series:

Benjamins current topics ; 89.

Benjamins Current Topics ; 89

Language:

English

Subjects (All):

Language transfer (Language learning).

Reading comprehension.

Multilingualism in children.

Interlanguage (Language learning).

Language and languages--Age differences.

Language and languages.

Second language acquisition.

Physical Description:

1 online resource (195 pages) : illustrations.

Edition:

1st ed.

Place of Publication:

Amsterdam, [Netherlands] ; Philadelphia, [Pennsylvania] : John Benjamins Publishing Company, 2016.

System Details:

Mode of access: World Wide Web.

Summary:

This book represents concurrent attempts of multiple researchers to address the issue of cross-linguistic transfer in literacy. It includes broad spectrum of languages and reflects a new generation of conceptualizations of cross-linguistic transfer, offering a different level of complexity by studying children who are trilingual and even learning a fourth language. The collection of papers in this volume tried to capture the dynamic developmental changes in cross-linguistic transfer that include such factors as age of acquisition, typological proximity of L1 and L2 (and L3, L4), intensity of exposure to language and reading in ambient and newly acquired language(s), quality of input and home literacy. More stringent methodological considerations allowed to isolate specific constructs that suggest either primary levels of children’s metalinguistic abilities (phonological awareness that can be applied cross-linguistically) or a more language-specific constructs (morphological awareness) that relies on various factors, including typological proximity, language proficiency and task demands. Originally published in Written Language & Literacy, Vol. 17:1 2014.

Contents:

Intro

Cross-linguistic Transfer in Reading in Multilingual Contexts

Editorial page

Title page

LCC data

Table of contents

Introduction

1. Introduction

2. Frameworks in studying cross-language transfer

2.1 L1-L2 transfer - a typological/contrastive perspective

2.2 L1-L2 transfer: The linguistic interdependence hypothesis

2.2.1 A variant: Common underlying cognitive processes

2.2.2 A variant: The transfer facilitation model

2.3 Other frameworks that complement L1-L2 transfer

2.3.1 Interlanguage and target language influences

2.3.2 Challenging elements in the target language

2.4 Summary

3. The current issue

4. Conclusions

References

The development of orthographic processing skills in children in early French immersion programs

1.1 Orthographic processing skills

1.2 Orthographic processing skills across languages

1.3 The present study

2. Method

2.1 Participants

2.2 Measures

2.2.1 Lexical orthographic processing

Anchor 166

2.2.3 English word reading

2.2.4 English vocabulary knowledge

2.3 Procedure

3. Results

3.1 Development of lexical and sub-lexical orthographic processing

3.1.1 Lexical orthographic processing

3.1.2 Sub-lexical orthographic processing

3.2 Comparison of factor models of French and English orthographic processing

4. Discussion

4.1 Development of orthographic processing skills

4.2 Relationship of orthographic processing across languages

4.3 Limitations and implications

Appendix A

English Task

French Task

Appendix B

English task

French task

How do previously acquired languages affect acquisition of English as a foreign language

2. Typological properties of the four different languages

2.1 English

2.2 Circassian

2.3 Arabic

2.4 Hebrew.

3. Research Hypothesis

4. Method

4.1 Participants

4.2 Measures

4.2.1 Base-line measures

4.2.2 Hebrew literacy measures

4.2.3 English literacy measure

4.2.4 English experimental measures

4.3 Procedure

5. Results

5.1 Bio-social background data

5.2 Base-line measures

5.3 English experimental measures

6. Discussion

7. Conclusions

Acknowledgements

Appendix 1

Appendix 2

Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners

1.1 Context

1.2 Bilingualism

1.3 Cross-linguistic relations

1.4 Why reading comprehension?

1.5 The role of L1 and L2 writing systems

3.1 Performance on L1 and L2 measures

3.2 Relations within and between languages: Partial correlations

3.3 Within-language relations, L2 to L2 &amp

L1 to L1: Variables related to the simple view of reading

3.4 Cross-language relations, L1 to L2 &amp

L2 to L1: Variables related to the simple view of reading

3.5 Cross-language relations within constructs: Word reading and vocabulary

4.1 Within-language relations and English reading comprehension

4.2 Within-language relations and Spanish reading comprehension

4.3 Cross-language relations: Variables related to the simple view of reading

5. Conclusions

Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children

1.1 Cross-linguistic transfer of phonological awareness

1.2 Cross-linguistic transfer of morphological awareness

2. The present study

3. Method

3.1 Participants

3.2 Measures

3.3 English measures.

3.4 Chinese measures

3.5 Procedure

4. Results

4.1 The English-to-Chinese model

4.2 The Chinese-to-English model

5. Discussion

5.1 Cross-linguistic effects of phonological awareness on word-level reading

5.2 Cross-linguistic effects of compound awareness on word-level reading

6. Conclusion

The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children

1. 1 Educational programs for minority-language children

1.2 Cross-language transfer of phonological and morphological awareness

1.3 The current study

2.3 Procedures

3.1 Comparing performance levels

3.2 Cross-language relations of phonological and morphological awareness to word reading and vocabulary

The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals

1.1 Factors influencing L2 acquisition and L1 preservation

1.1.1 Theoretical frameworks

1.1.2 The role of literacy in L1 preservation

1.2 Structural differences between Russian (L1) and English (L2)

1.2.1 Language specific differences in oral and written modalities

1.3 Present study

2.1.1 Inclusion criteria and description of the sample

2.2.2 Materials and procedures

2.2.2.1 Coding system for syntactic structure. Three specific syntactic processes of story retelling were identified in children's narratives.

2.2.2.2 Coding system for lexical processes. Two lexical processes were identified in children's retelling:

3.1 Descriptive analysis

3.2 Correlation analysis

3.2.1 Syntactic and lexical processes correlations.

3.3 The role of reading in lexical and syntactic processing

5. Limitations

Contributors

Index.

Notes:

Includes bibliographical references at the end of each chapters and index.

Description based on print version record.