Second‐language learners’ advantage in metalinguistic awareness: A question of languages’ characteristics

Abstract

The second-language learning advantage was observed on dimensions distinguishing the two languages (i.e., compounds morphology and syntax) but not on shared affixes morphological and phonological dimensions. Thus, results are discussed in light of languages' characteristics and bilingualism proficiency.

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

“…Cross-linguistic research from Reder et al (2013) suggests that the metalinguistic awareness of children who speak more than one language is enhanced in comparison with monolingual children. This is further supported by third language (L3) research; with bilingual children out-performing monolingual counterparts (Cenoz 2013;Jessner 2008).…”

“…Jessner (2014) suggests that this awareness is vital for the development of multilingualism and the successful learning of additional languages. Research in this area has produced mixed findings (Bialystok 2001;Bruck and Genesee 1995;Reder et al 2013;Simard, Fortier and Foucambert 2013) with an overarching conclusion that metalinguistic benefits may be limited to those with a more balanced bilingual profile (Bialystok 2001). It should also be considered that the extent of any metalinguistic advantage may again be determined by the specific home language of the individual child.…”

“…Cross-linguistic similarities between the L1 and the MFL in pronunciation, spelling and word order could significantly aid comprehension (Ringbom 2007). The proximity and characteristics of the languages may play a vital role in how the languages interact (Jessner, Megens and Graus 2015) and on how successful the learner is in the target foreign language (Reder et al 2013).…”

Early EFL Education Is on the Rise in Oman: A Qualitative Inquiry of Parental Beliefs about Early EFL Learning

“…For example, early EFL learning has been found to have positive effects on children's metalinguistic competence (Lengyel, 2012) and awareness (Reder, Marec-Breton, Gombert, & Demont, 2013). Likewise, other benefits in the cognitive development domain have been suggested by empirical research-these include children's skills in focusing (Poulin-Dubois, Blaye, Coutya, & Bialystok, 2011), attention, control, working memory, abstract and symbolic representation skills (Adesope, Lavin, Thompson, & Underleider, 2010), remembering (Bialystok, Craik, Green, & Gollan, 2009), planning (Paradis, Geneese, & Crago, 2011), ability to make decisions (Bialystok et al, 2009), problem-solving, attention processing speed, inverse processing efficiency, network of executive control for conflict resolution (Yang, Yang, & Lust, 2011), complexity and flexibility of brain activity (Zelasko & Antunez, 2000), and creativity (Leikin, 2013).…”

Omani Young Children’s Language Proficiencies: The Outcomes of a Bilingual Education Program

“…To be more specific, positive effects of early bilingual education on children's development have been documented in their literacy skills such as reading, writing and spelling (Lopez & Tashakkori, 2004;Sun, Zhou, & Zhu, 2013), English (Francis, Lesaux, & August, 2006), math skills (Bialystok et al, 2009;Marian, Shook, & Schroeder, 2013), metalinguistic competence (Lengyel, 2012) and awareness (Barac & Bialystok, 2011;Reder, Marec-Breton, Gombert, & Demont, 2013), focusing (Poulin-Dubois, Blaye, Coutya, & Bialystok, 2011), remembering (Bialystok et al, 2009) , planning (Paradis, Geneese, & Crago, 2011), ability to make decisions (Bialystok et al, 2009), problem-solving skills, speed of attention processing, inverse processing efficiency, independence of possible speed-accuracy trade-offs, network of executive control for conflict resolution (Yang, Yang, & Lust, 2011), attention, control, working memory, abstract and symbolic representation skills (Adesope, Lavin, Thompson, & Underleider, 2010), flexibility and complexity of brain activity (Zelasko & Antunez, 2000), creativity (Leikin, 2013), attitudes towards English (Cepik), sociopragmatic awareness of English that involves request strategies rather than reply strategies (Zhang & Yan, 2012), foreign language accent (Gilakjani & Ahmadi, 2011;Piske, Mackay, & Flege, 2001), identity development (Zelasko & Antunez, 2000), communication skills in a diverse society, and the ability to free themselves from biases and limited thinking (Keysar, Hayakawa, & An, 2011). There are also other potential benefits for their future, from school readiness to more job opportunities (Zelasko & Antunez, 2000).…”