Factors affecting cross-linguistic transfer of handwriting performance among elementary-school bilingual students

Abstract

Introduction Although many countries have diverse populations and bilingual students, most handwriting research focused on monolingual students, and the issue of cross-linguistic transfer gained less attention. Moreover, research on the effect of socio-linguistic factors on cross-linguistic transfer of handwriting is scarce. This study compared handwriting performance of fourth-grade students attending bilingual schools, who wrote in their primary (L1) to second (L2) languages, and the effect of socio-linguistic factors on the transfer of handwriting performance. Method Ninety-five typically developing fourth-grade students were recruited from three bilingual (Hebrew-Arabic) schools in Israel. Participants were administered a paper-pencil motor coordination task as well as reading and handwriting tests in their L1 and L2. Results Transfer effect was not uniform and was stronger among the Arabic-speaking group. Reading speed and handwriting automaticity in L2 and handwriting speed in L1 predicted 70% of the variance in L2 handwriting speed. Conclusion These findings may be explained by the complexity of Arabic orthography, as well as the low level of exposure of the Hebrew-speaking students to Arabic, which is a minority language. These results can guide occupational therapists in addressing factors affecting handwriting difficulties, and in considering socio-linguistic factors necessary for mastering handwriting in teaching a second language.

Early handwriting performance among Arabic kindergarten children: The effects of phonological awareness, orthographic knowledge, graphomotor skills, and fine-motor skills

“…Last but not least, Arabic orthography varies; vowelized Arabic (including short vowels) is considered a transparent orthography, while non-vowelized Arabic is regarded as a deep orthography (Abu-Rabia, 2001). Hence, the unique features of the Arabic language may negatively affect writing performance in early primary school, compared to Hebrew, another Semitic language (Salameh-Matar et al, 2022).…”