English Phonological Awareness in Bilinguals: A Cross-Linguistic Study of Tamil, Malay and Chinese English-Language Learners

Autor/inn/en	Dixon, L. Quentin; Chuang, Hui-Kai; Quiroz, Blanca
Titel	English Phonological Awareness in Bilinguals: A Cross-Linguistic Study of Tamil, Malay and Chinese English-Language Learners
Quelle	In: Journal of Research in Reading, 35 (2012) 4, S.372-392 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2010.01471.x
Schlagwörter	English (Second Language); Foreign Countries; Vocabulary; Phonological Awareness; Bilingualism; Dravidian Languages; Mandarin Chinese; Contrastive Linguistics; Indonesian Languages; Regression (Statistics); Kindergarten; Mothers; Educational Attainment; Prediction; Family Environment; Predictor Variables; Socioeconomic Status; Transfer of Training; Role; Family Income; Singapore + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Wortschatz; Bilingualismus; Linguistics; Kontrastive Linguistik; Indonesisch; Regression; Regressionsanalyse; Mother; Mutter; Bildungsabschluss; Bildungsgut; Vorhersage; Familienmilieu; Prädiktor; Socio-economic status; Sozioökonomischer Status; Training; Transfer; Ausbildung; Rollen; Familieneinkommen; Singapur
Abstract	To test the lexical restructuring hypothesis among bilingual English-language learners, English phonological awareness (PA), English vocabulary and ethnic language vocabulary (Mandarin Chinese, Malay or Tamil) were assessed among 284 kindergarteners (168 Chinese, 71 Malays and 45 Tamils) in Singapore. A multi-level regression analysis showed that English vocabulary, in interaction with mother's education, statistically significantly predicted Singaporean children's PA; ethnic language vocabulary did not. Thus, the present study supports the lexical restructuring hypothesis that growth in vocabulary changes how lexical items are stored, leading to the development of PA. Home language practices, as represented by mother's education, may also enhance children's PA after a threshold of English vocabulary is reached. In addition, specific ethnic language (Chinese, Malay or Tamil) was a statistically significant predictor of PA, suggesting that orthographic depth as well as syllabic complexity of a bilingual's other language may influence their development of English PA. (Contains 1 figure, 5 tables and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10