Download Language and Literacy Development in Bilingual Settings by Aydin Yücesan Durgunoglu PhD, Claude Goldenberg PhD PDF

By Aydin Yücesan Durgunoglu PhD, Claude Goldenberg PhD

Grounded in state of the art study, this ebook explores how English language novices improve either the oral language and literacy talents invaluable for college good fortune. Chapters study the cognitive bases of English acquisition, and the way the method is various for kids from alphabetic (such as Spanish) and nonalphabetic (such as chinese language) language backgrounds. The publication addresses a key problem dealing with educators and clinicians: choosing scholars whose negative English abilities might point out an underlying impairment, in preference to still-developing language skillability. Implications for analysis, intervention, and guide are highlighted all through.

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Extra info for Language and Literacy Development in Bilingual Settings (Challenges in Language and Literacy)

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This finding is consistent with experimental findings (and theory regarding L1 to L2 transfer) reported previously, indicating that home literacy events in the home language—in contrast to L2 home literacy events—produce stronger effects on English literacy outcomes. However, this finding is not consistent with the language-specific effects Contexts for Language and Literacy Development 19 of home language and literacy use we reported previously. Associations between home language use and oral language development thus seem to be different depending on whether “language development” is gauged at one point in time (consistent language-specific correlations) or as growth trajectories over different times of the year (more complex picture).

A child’s knowledge of one word is not independent of that child’s knowledge of other words. For example, if the child knows the word up, the child may have already acquired some of the components of the word down, even if he has never heard of that word before. ╇ Word knowledge is heterogeneous (Nagy & Scott, 2000), in that what it means to know a word differs depending on the type of word. For example, knowing function words is different from knowing a noun or verb. The Role of First Language in Oral Language Development 33 These five dimensions influence how much a child “knows” a word.

001; they were significant, but weaker, for English. We are still not certain why the inconsistency. It might be because outcomes in both languages are analyzed simultaneously in SEM, thereby applying better statistical control and better isolating the relationship between translating and English oral language. In any case, it seems as if Spanish language proficiency, more so than English, is implicated in children’s translation activities in the family. Again, we cannot separate correlation from causation: It might be that children with stronger language skills (particularly in Spanish) are asked to translate; it might also be that translating promotes stronger language skills; or both might be true.

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