Bilingual and Biliteracy Development Over the Transition to School

Tagoilelagi-LeotaGlynn, Fa'asaulala; McNaughton, Stuart; MacDonald, Shelley; Farry, Sasha

doi:10.1080/13670050508668624

Cited by 30 publications

(15 citation statements)

References 4 publications

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“…Additionally, Hammer et al (2007) and Davison, Hammer, and Lawrence (2011) found that growth of children’s Spanish and English oral language abilities during their two years in Head Start predicted their English emergent literacy and English and Spanish letter-word identification abilities in kindergarten and reading outcomes in first grade. However, Tagoilelagi-LeotaGlynn, et al (2005) did not find cross-linguistic relationships. The difference in the design of the two studies may explain these conflicting findings.…”

Section: Resultsmentioning

confidence: 63%

“…These results are similar to a study of Samoan/Tongan-English DLLs living in New Zealand. The findings showed that children’s early literacy abilities in their L1 declined when they transitioned into an English-only school (Tagoilelagi-LeotaGlynn, McNaughton, MacDonald, & Farry, 2005). …”

Section: Resultsmentioning

confidence: 99%

“…This relationship was found for young DLLs as well. Three studies found that oral language abilities in their L2 predicted DLL children’s emergent literacy skills, their ability to identify letters and words in English in kindergarten and in first grade (Hammer et al, 2007; Rinaldi & Páez, 2008; Tagoilelagi-LeotaGlynn, et al, 2005. ), and reading comprehension by age 11 (Mancilla-Martínez & Lesaux, 2011b).…”

Section: Resultsmentioning

confidence: 99%

“…The difference in the design of the two studies may explain these conflicting findings. Tagoilelagi-LeotaGlynn, et al (2005) examined children’s language abilities at one point in time whereas Hammer et al (2007) documented language growth over children’s two years in preschool. Moreover, in their longitudinal study, Mancilla-Martínez and Lesaux (2011b) found that children’s growth in English word reading and vocabulary abilities (not Spanish) from ages 4.5 to 11 years predicted English comprehension skills at age 11.…”

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

The language and literacy development of young dual language learners: A critical review

Hammer

Hoff

Uchikoshi

et al. 2014

Early Childhood Research Quarterly

302

198

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The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000–2011 yielded 182 peer-reviewed articles. Findings about DLL children’s developmental trajectories in the various areas of language and literacy are presented. Much of these findings should be considered preliminary, because there were few areas where multiple studies were conducted. Conclusions were reached when sufficient evidence existed in a particular area. First, the research shows that DLLs have two separate language systems early in life. Second, differences in some areas of language development, such as vocabulary, appear to exist among DLLs depending on when they were first exposed to their second language. Third, DLLs’ language and literacy development may differ from that of monolinguals, although DLLs appear to catch up over time. Fourth, little is known about factors that influence DLLs’ development, although the amount of language exposure to and usage of DLLs’ two languages appears to play key roles. Methodological issues are addressed, and directions for future research are discussed.

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Section: Resultsmentioning

confidence: 63%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

The language and literacy development of young dual language learners: A critical review

Hammer

Hoff

Uchikoshi

et al. 2014

Early Childhood Research Quarterly

302

198

View full text Add to dashboard Cite

show abstract

“…We have found that the full immersion preschools we have approached have a philosophical focus on educating the children in Samoan and are reluctant to allow assessment in English. (See also Tagoilelagi-Leota, McNaughton, MacDonald, & Farry, 2004, on the language philosophy in full immersion preschools.) 3.…”

Section: Further Researchmentioning

confidence: 96%

The phonological skills of Samoan speaking 4-year-olds

Ballard

Farao

2008

International Journal of Speech-Language Pathology

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To date there has been little research on the typical developmental patterns for children speaking Samoan. The research outlined in this paper serves to fill this gap by reporting on the phonological development of Samoan speaking children growing up in the English dominant language environment of Auckland New Zealand. In this study 20 children aged between 4;0 and 4;11 were assessed using a picture naming task that probed their knowledge of the Samoan phonemic inventory. The findings presented here give an indication of what children in their fifth year have as speech sounds in their phonetic inventory and the types of errors that they may still produce. These results demonstrate the similarities and differences that Samoan phonological development shares with other languages. In particular the differences that seem "atypical" when compared with studies on English are discussed. It is tentatively concluded that these differences may well be typical for Samoan speech acquisition given language specific factors and the bilingual context in which these children are growing up.

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Conceptualizing Biliteracy within Bilingual Programs

Schwinge¹

Encyclopedia of Language and Education

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Bilingual and Biliteracy Development Over the Transition to School

Cited by 30 publications

References 4 publications

The language and literacy development of young dual language learners: A critical review

The language and literacy development of young dual language learners: A critical review

The phonological skills of Samoan speaking 4-year-olds

Conceptualizing Biliteracy within Bilingual Programs

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