Phonological Acquisition in Preschoolers Learning a Second Language via Immersion: A Longitudinal Study

Autor/in	Anderson, Raquel
Titel	Phonological Acquisition in Preschoolers Learning a Second Language via Immersion: A Longitudinal Study
Quelle	18 (2004) 3, S.183-210 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-9206
Schlagwörter	Phonology; Second Language Learning; Immersion Programs; Longitudinal Studies; English (Second Language); Preschool Children; Pictorial Stimuli; Measures (Individuals); Phonetics; Transfer of Training + Suchen Sie Ihr Suchwort? Fonologie; Zweitsprachenerwerb; Immersionsprogramm; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fantasieanregung; Messdaten; Phonetik; Fonetik; Training; Transfer; Ausbildung
Abstract	Phonological development in first and second languages (L1 and L2 respectively) has not been extensively studied in young children who are acquiring a second language via immersion. This lack of information is unfortunate, as the number of children who are acquiring a second language in this context is growing and such children make up a part of the clinical caseload of many speech-language pathologists. To address the need for information regarding phonological development of children acquiring a second language in immersion, the present investigation sought to provide longitudinal data on the development of both L1 and L2 phonologies. Five preschoolers who were acquiring English as a L2 and who spoke different L1s participated in the study. A picture identification task was used to assess productive phonological skills in L1 and English. Analyses included a description of the children's phonetic inventories, accuracy rates, and non-target response patterns. Both within child (across languages) and between child comparisons were made to discern possible patterns of use and to identify factors that may impact phonological skill in the L1 and L2. Results of the investigation suggest that children who are learning a L2 utilize their knowledge of the L1 to aid them in acquiring the phonological system of the L2. At the same time, they appear to maintain, at least as measured via perceptual analysis of their speech, distinct phonological systems. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10