Language learning experience in school context and metacognitive awareness of multilingual children

Pichon–Vorstman, Emmanuelle Le; Swart, H.E. de; Čeginskas, Viktorija L. A.; Bergh, Huub van den

doi:10.1080/14790710902878692

Cited by 27 publications

(19 citation statements)

References 37 publications

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“…The multilingual benefit in language learning and mathematical learning The rationale behind looking for an association between language learning and mathematical learning is that most of the benefits identified in the literature relate to a range of skills and abilities which are relevant for learning as a general cognitive activity, and are therefore relevant to both language learning and mathematical learning. Some of these include cognitive flexibility and problem-solving (Bialystok, 1999;Bialystok & Majumder, 1998;Leikin, 2013;Ricciardelli, 1992Ricciardelli, , 1993, attention and monitoring processes (Bialystok, Craik, & Ryan, 2006), learning strategies (Bochner, 1996;Kemp, 2007) and metacognitive awareness (Le Pichon Vorstman, De Swart, Ceginskas, & Van Den Bergh, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

The role of mother tongue literacy in language learning and mathematical learning: is there a multilingual benefit for both?

Dahm

Angelis

2017

International Journal of Multilingualism

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The present study examines the multilingual benefit in relation to language learning and mathematical learning. The objective is to assess whether speakers of three or more languages, depending on language profile and personal histories, show significant advantages in language learning and/or mathematical learning, and whether mother tongue literacy can be associated with their performance in Maths and English language tests. Participants are all multilinguals with knowledge of French as an L1 or as a non-native language. Three core groups were examined: (a) School multilinguals (n = 449), typically French L1 speakers with knowledge of two additional languages learned in a formal school context; (b) Multilinguals with Literacy in the home language (n = 45) and Multilinguals without Literacy in the home language (n = 113). All participants were given a Maths test, an English language test and a questionnaire. A questionnaire for parents was also used. Results suggest a positive role of mother tongue literacy in language learning as well as mathematical learning.

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Section: Literature Reviewmentioning

confidence: 99%

The role of mother tongue literacy in language learning and mathematical learning: is there a multilingual benefit for both?

Dahm

Angelis

2017

International Journal of Multilingualism

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“…Several empirical studies (McLaughlin & Nayak, ; Nation & McLaughlin, ; Nayak et al) have also suggested that when people learn an L2, they learn the process of language learning. Thus, people with previous language experience have more resources to devote to the form of the new language because they have a heightened metalinguistic awareness (e.g., Le Pichon–Vorstman et al, ). Controlled processes require a heavier cognitive load than automatic processes (VanPatten, ), and multiple language learning experiences help controlled processes move to automated processes more quickly.…”

Section: Review Of Related Literaturementioning

confidence: 99%

The interface of language aptitude and multilingualism: Reconsidering the bilingual/multilingual dichotomy

Thompson

2013

The Modern Language Journal

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This study is an attempt to fill the gap in SLA research regarding the understudied interface of language aptitude and multilingualism. Although there have been numerous studies lauding the benefits of bilingualism and multilingualism, very few studies have examined the relationship between language aptitude and previous language experience (cf. Sanz, 2000). Using the Cognitive Ability for Novelty in Acquisition of Language (Foreign) aptitude test (CANAL–FT), which is based on Sternberg's (2002) triarchic theory of human intelligence, the language aptitude scores from 79 Brazilian language learners were analyzed using one‐way ANOVAs. Interviews were also conducted to obtain further insight to the participants' language learning experiences. Both quantitative and qualitative analyses were employed; the results indicate that previous language experience has an effect on language aptitude, thus supporting the concept of language aptitude as a dynamic feature. Furthermore, even those participants with a small amount of previous language learning experience outperformed those with no language learning experience other than English on the CANAL–FT, as did those participants who exhibited the feature of Perceived Positive Language Interaction (PPLI). Thus, the results also indicate a need to closely monitor the linguistic background of participants in future studies, as previous language experience was shown to have a significant effect on language aptitude scores.

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“…Although some studies have found that bilinguals possess better metacognitive awareness, due to their dual language management (e.g., Adesope et al, 2010, Ransdell et al, 2006Vorstman et al, 2009), others found monolinguals are better (e.g., Schoonen et al, 2003). These mixed findings may be due to the specific aspects of metacognition examined.…”

Section: Metacognitive Knowledgementioning

confidence: 97%

Effects of Biliteracy in Writing and Metacognition: Biliterates, Bilinguals, and Monolinguals

Ng¹

2020

WJSSR

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This quantitative study investigates metacognitive knowledge (i.e., knowledge about text characteristics and writing strategies) and metalinguistic awareness (i.e., awareness of metalanguage and language rules) of Years Ten and Eleven Sydney high school writers across three groups: Chinese-English biliterates, Chinese-English bilinguals, and English monolinguals. It also examines the relationship between the three groups’ levels of metacognition and text quality in English, and the relationship between the biliterates’ levels of metacognition and text quality in Chinese. Findings indicate biliterates are advantaged in error classification and rule explanation within metalinguistic awareness, while monolinguals are advantaged in their metacognitive knowledge about writing strategies. Socio-cultural contexts of the three groups such as past schooling, may have played a role in determining the kinds of metacognitive advantages they developed.

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Language learning experience in school context and metacognitive awareness of multilingual children

Cited by 27 publications

References 37 publications

The role of mother tongue literacy in language learning and mathematical learning: is there a multilingual benefit for both?

The role of mother tongue literacy in language learning and mathematical learning: is there a multilingual benefit for both?

The interface of language aptitude and multilingualism: Reconsidering the bilingual/multilingual dichotomy

Effects of Biliteracy in Writing and Metacognition: Biliterates, Bilinguals, and Monolinguals

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