Bilingual Spelling Patterns in Middle School: It Is More than Transfer

Autor/inn/en	Bahr, Ruth Huntley; Silliman, Elaine R.; Danzak, Robin L.; Wilkinson, Louise C.
Titel	Bilingual Spelling Patterns in Middle School: It Is More than Transfer
Quelle	In: International Journal of Bilingual Education and Bilingualism, 18 (2015) 1, S.73-91 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2013.878304
Schlagwörter	Bilingualism; Spelling; Expository Writing; Spanish; Statistical Analysis; Transfer of Training; English (Second Language); Second Language Learning; Error Analysis (Language); Phonology; Morphology (Languages); Error Patterns; Linguistic Borrowing; Middle School Students; Code Switching (Language); Hispanic American Students; Latin Americans; Mixed Methods Research; Florida + Suchen Sie Ihr Suchwort? Bilingualismus; Schreibweise; Spanisch; Statistische Analyse; Training; Transfer; Ausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Error analysis; Language; Fehleranalyse; Fonologie; Morphology; Morphologie; Fehlertyp; Lehnwort; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Latin America; People; Lateinamerika; Bevölkerung; Volk
Abstract	This study examined the Spanish and English spelling patterns of bilingual adolescents, including the cross-linguistic effects of each language, by applying a fine-grained measure to the differences in spelling in naturalistic writing. Spelling errors were taken from narrative and expository writing samples provided by 20 Spanish-English bilingual adolescents (n = 160). Errors were coded by categories (phonological, orthographic, and morphological) and specific linguistic features affected and then analyzed by language and genre. Descriptive analyses noted similarities and differences among error patterns in both languages as well as language transfer (i.e., borrowings and code-switching). Statistical analyses revealed language differences in proportions of misspellings across linguistic categories. More fine-grained analyses indicated linguistic feature patterns that were shared across languages and unique to each language. Finally, borrowing, while infrequent, was noted more frequently in English compositions. This investigation appears to demonstrate that spelling, when approached as both a cognitive and linguistic activity, is complex since multiple knowledge systems must be coordinated. The use of triple word form theory to analyze misspellings in emerging bilingual writers suggests that discerning patterns of misspellings in each language provides more insight than does transfer alone into the extent that phonology, orthography, and morphology are becoming unified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10