The effects of learning two languages on levels of metalinguistic awareness

Galambos, Sylvia Joseph; Goldin‐Meadow, Susan

doi:10.1016/0010-0277(90)90030-n

Cited by 220 publications

(186 citation statements)

References 29 publications

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“…Theoretically, learning two languages should speed up the development of sensitivity to the structure of these languages at certain levels. But it is only with direct and systematic instruction that the learners will progress from a content-based perspective to one of form and function and the gradual restructuring of these two languages (Byrne, 1996;Galambos & Goldin-Meadow, 1990).…”

Section: 'Learnability Of the Alphabet' And Logic Of Characters And Wmentioning

confidence: 99%

The role of sensitivity to rhymes, phonemes and tones in reading english and chinese pseudowords

2005

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This study investigated the effect of phonological sensitivity of two comparable groups of grades 4 and 5 Chinese children, one a Putonghua-speaking group (n = 77) from Beijing and the other a Cantonese-speaking group (n = 80) from Hong Kong on English and Chinese pseudoword reading. It was hypothesized that the Beijing group would process more accurately suprasegmental lexical tones and phonological sensitivity tasks (rhyme detection and discrimination, two phoneme segmentation tasks deleting initial, medial and final phonemes) than their Hong Kong counterparts. Multivariate analyses of variance of the five tasks considered conjointly as dependent variables and spoken language groups and grades as independent variables confirmed the hypothesis. Separate stepwise multiple regression analyses with English and Chinese pseudoword reading as criteria also confirmed the related hypothesis of differential contribution by the speech-sound repetition and phonological sensitivity tasks to English and Chinese pseudoword reading. The better performance of the Putonghua group compared with the Cantonese counterpart might be explained by the phonologically more salient Putonghua mediated by the use of Pinyin as an adjunct in character and word reading.

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Section: 'Learnability Of the Alphabet' And Logic Of Characters And Wmentioning

confidence: 99%

The role of sensitivity to rhymes, phonemes and tones in reading english and chinese pseudowords

2005

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“…If, as the participants in this study perceive, EAL children do perform better in MFL than their monolingual peers, it may be due to a potential development of enhanced metalinguistic awareness, which gives them a greater ability to manipulate and control language (Cenoz 2013;Galambos and Goldin-Meadow 1990). Jessner (2014) suggests that this awareness is vital for the development of multilingualism and the successful learning of additional languages.…”

Section: Eal Children and Primary Mflmentioning

confidence: 99%

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

Finch

Theakston

Serratrice

2018

The Language Learning Journal

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The statutory inclusion of modern foreign languages (MFL) into the Key Stage 2 curriculum in England in 2014 aimed to raise the language skills of younger learners in preparation for their secondary education. This change to the curriculum has occurred at a time in which the linguistic diversity within primary schools across the country has been consistently increasing. This study used interpretative phenomenological analysis to qualitatively examine the impact of the curriculum change on teachers implementing it in multilingual classrooms in Greater Manchester. Six teachers with varying experience in teaching MFL participated in semistructured interviews focussing on different aspects of the curriculum change. This paper focuses on the teaching of MFL, as well as on teachers' perceptions of English as an additional language (EAL) pupils' aptitude for language learning in comparison to their monolingual peers. The superordinate themes identified from the data included the inconsistent delivery of MFL in primary schools, and the role of multilingual classrooms as opportunities for augmented MFL provision. The findings from this study will have implications for teachers, head teachers and policy-makers regarding the effectiveness of the initial implementation of MFL into the primary curriculum, with specific reference to the EAL school population.

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“…Galambos and Meadow (1990) found that bilingual children had better performance than monolingual children in the tasks of syntactic judgment, syntactic error correction, and interpreting syntactic errors. Bialystok (1986) proved in a series of comparative tests among five to nine years old bilinguals and monolinguals that bilingualism is especially beneficial to children judging and correcting unreasonable syntactic errors.…”

Section: The Performance Of Syntactic Awareness Promotionmentioning

confidence: 95%

“…First of all, it is suggested to take dynamic view on the role of the syntactic awareness. Galambos and Goldin-Meadow (1990) held that bilingualism can only impact on syntactic awareness development at the early stage. That is why bilingual children can only perform better than monolingual children in the tasks of grammatical errors identification and correction, but not in the higher level of syntactic awareness tasks later, such as interpreting the grammatical errors.…”

Section: The Performance Of Syntactic Awareness Promotionmentioning

confidence: 99%

“…First, it is more necessary for bilinguals to consciously focus on linguistic form and features than monolingual children, and to attend to whether some grammatical structure in one language also exists in another language (Galambos & Goldin-Meadow, 1990). It is the cognitive process that improves children's metalinguisitc ability to discover and correct mistakes in sentences.…”

Section: Interpretation Mechanism Of Syntactic Awareness Promotionmentioning

confidence: 99%

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Impact of Foreign Language Learning on Children’s Language Competence

Wen-hui¹

2016

UCFL

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The impact of foreign languages (mainly English) learning on children's language development has always been a hot issue in China. There is still no consensus on the idea whether the earlier children learn a foreign language, the better their language competence will be. Some scholars even worry about that early English language learning for Chinese young children will lead to a series of problems: the absence of mother tongue, the crisis of cultural identity, the lack of study motive, the lost of study desire, the increase of frustration, and the poor learning effect, etc. This paper studies the impact of foreign language learning on children's language competence from the five elements of metalinguistic awareness: phonological awareness, orthographic awareness, word awareness, syntactic awareness, and pragmatic awareness, including the promotion function, the interpretation mechanism, and the positive influence on basic language abilities, so as to find out the impact factors for foreign language learning and provide valuable reference for the establishment of foreign language educational policy and system in China.

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The effects of learning two languages on levels of metalinguistic awareness

Cited by 220 publications

References 29 publications

The role of sensitivity to rhymes, phonemes and tones in reading english and chinese pseudowords

The role of sensitivity to rhymes, phonemes and tones in reading english and chinese pseudowords

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

Impact of Foreign Language Learning on Children’s Language Competence

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