The shared conceptual system and language processing in bilingual children: findings from literacy assessment in Spanish Nahuatl

Francis, Norbert

doi:10.1093/applin/21.2.170

Cited by 27 publications

(17 citation statements)

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“…By examining their writing skills in the L2, which all participants have been working on in the different programs type, the results suggest that learning to write in the native language is supportive of learning to write in the new language, agreeing with previous research finding a facilitative effect Francis, 2000;Shoonen et al, 2011;Cumming, 1989). In general, the results support approaches to teaching ELs that view their home language as a resource that can be further developed and used to aid learning English.…”

Section: Essay Lengthsupporting

confidence: 86%

“…In an additional study of bilingual children in the first three grades learning literacy in English, Davis, Carlisle, and Beeman (1999) found transfer from English to Spanish, with writing in English (the language of instruction) between the 1st and 2nd grades and with improvements transferring to Spanish (the uninstructed native language) in the 3rd grade. Similarly, Francis (2000) found transfer from a language of instructed literacy (Spanish) to a non-instructed native language (Náhuatl) in the writing of 3rd and 5th grade bilinguals, but that Náhuatl also influenced their writing in Spanish through cross linguistic influence or interlanguage. In a longitudinal study of Dutch, secondary students learning to write in English as a foreign language, Schoonen et al (2011) found a strong relationship between native and additional language writing ability through modeling and that additional language writing correlated even more strongly with linguistics knowledge and fluency than native language writing.…”

Section: Introduction and Literature Reviewmentioning

confidence: 90%

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The Linguistic Complexity of the English Learners’ Writing

Strid¹

2016

UCER-A

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Based on previous research suggests that programs which are more supportive of English learners' (ELs) native language help them better acquire academic language and skills and that additional cognitive development allows more linguistically complex writing, this research study examines compositions of three groups of 15 5th grade students, including one group of non-ELs and two groups of ELs enrolled in different types of programs for ELs in order to determine the linguistic complexity of their writing. The research found that ELs who were in a program more supportive of their home language wrote longer and more linguistically complex essays than those who were not and even showed signs of writing longer and more linguistically complex essays than non-ELs.

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Section: Essay Lengthsupporting

confidence: 86%

Section: Introduction and Literature Reviewmentioning

confidence: 90%

The Linguistic Complexity of the English Learners’ Writing

Strid¹

2016

UCER-A

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“…In the first case, the transference is made up of both linguistic and conceptual elements, whereas in the case of typologically different languages it consists primarily of cognitive and conceptual elements, as for example occurs between English and Japanese (Cummins, 1984) or Spanish and Nahuatl (Francis, 2000).…”

Section: Processes Of Interdependence Between Languages the Case Of mentioning

confidence: 99%

Processes of Interdependence between Languages. The Case of Immigrant Students in Catalonia // Procesos de interdependencia entre lenguas. El caso del alumnado inmigrante en Cataluña

2015

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Currently, a high number of immigrant students can be found in schools in the Spanish state in general and in Catalonia in particular, where the educational system is organized under the parameters of bilingual education. In this context, one of the theoretical assumptions underlying this educational model is the Linguistic Interdependence Hypothesis. With this framework, this study focused on a sample of 533 students of immigrant origin (49.16% boys and 50.84% girls), who completed a series of parallel tests assessing their competences in Catalan and Spanish, designed and validated by the Department of Education of the Government of Catalonia. In addition, we specifically analyzed one of the immigrant groups, whose home language was Arabic. Accordingly, we confirm the validity of the aforementioned Hypothesis in the case of immigrant students in general, as well as for the specific group whose L1 was Arabic. Moreover, we also present data enabling to discern which competences are transferred. Also, some educational implications are discussed.Keywords: interdependence, transfer, Catalan, Spanish, immigrant students. ResumenActualmente se constata una presencia elevada de alumnado de origen extranjero en los centros educativos del Estado español en general y en Cataluña en particular, donde el sistema educativo se halla organizado bajo los parámetros de la educación bilingüe. En este contexto, uno de los presupuestos teóri-cos que sustenta este modelo educativo es el de la Hipótesis de Interdependencia Lingüística. Con este marco de fondo, este estudio se centra en una muestra de 533 estudiantes de origen inmigrante (49.16% alumnos y 50.84% alumnas), que completan una serie de pruebas paralelas, diseñadas y baremadas por la Consejería de Educación de la Generalitat de Cataluña, que evalúan sus habilidades en catalán y castellano. Además, se analiza específicamente uno de los grupos que lo conforman, cuya lengua familiar es el árabe. En este trabajo se concluye la validez de la mencionada Hipótesis en el caso de los escolares inmigrantes en general, así como en el grupo específico cuya L1 es el árabe. Por otra parte, se presentan datos que permiten discernir qué habilidades se transfieren. Asimismo, se plantean algunas implicaciones educativas.

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“…A number of bilingual/L2 studies have reported evidence supporting, at least partially, the linguistic interdependence hypothesis (e.g., August, 2006;Cummins & Nakajima, 1987;Cummins et al, 1984;Francis, 2000;Lee & Schallert, 1997;Minami, 2003;Sparks, Patton, Ganschow, & Humbach, 2009;van Gelderen, Schoonen, Stoel, de Glopper, & Hulstijn, 2007;van Gelderen et al, 2004;Yamashita, 2002). Minami (2003), for instance, demonstrated a positive correlation between English and Japanese vocabulary usage among English-Japanese bilingual children ages 6-12, using Bilingual Verbal Ability Tests (BVAT).…”

Section: Linguistic Interdependencementioning

confidence: 99%

Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students at Hoshuukoo

Mori

Calder²

2013

Foreign Language Annals

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This study examines bilingual vocabulary knowledge in relation to arrival age among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese-speaking children) in the United States. It also examines the relationship between L1 Japanese and English as a second language (L2), as motivated by Cummins's (1979Cummins's ( , 1991 notion of linguistic interdependence. One hundred and twenty-two high school students ages 15-18 from eight hoshuukoo took Japanese and English vocabulary tests designed by Ono (1989). Students who came to the United States by age 9 or younger were three grades behind in L1 Japanese and were either ahead of or at their U.S. grade level in English. In contrast, those who arrived at age 10 or older were just one grade behind in Japanese and were two to five years behind in English. High vocabulary knowledge in one language was associated with low knowledge in the other, and the negative correlation between L1 and L2 became statistically nonsignificant when arrival age was controlled. Consequently, arrival age remains an important factor in accounting for hoshuukoo students' bilingual vocabulary learning, and the notion of linguistic interdependence must be reexamined in factors in addition to vocabulary knowledge.Technology (MEXT), the number of elementary and middle school children living abroad for over three months was only 6,662 in 1971, but it has been steadily increasing since then and reached 64,950 in 2012. Roughly speaking, one third of those children reside in North America (21,280), another one third live in Asia (26,498), one sixth stay in Europe (12,069), and the remaining children reside in other parts of the world (MEXT, 2012, n.p.).The statistics also show substantial differences between regions in the types of educational institutions that children of Japanese as a first language (L1) attend. In North America, it is reported that 45.0% of L1 Japanese children attend both local schools and hoshuukoo 1 -extracurricular supplemental schools that provide academic instruction in Japanese, 53.2% attend local school only, and 1.8% attend full-day Japanese school where students receive academic instruction exclusively in Japanese throughout the week. In Asian countries, in contrast, it is reported that 55.5% attend full-day Japanese school, 41.1% attend local school only, and 3.4% attend hoshuukoo. As most hoshuukoo provide only limited hours of instruction during weekends, students who report that they attend hoshuukoo are most likely to attend local school on weekdays. In other words, more than 98% of L1 Japanese children residing in North America receive school instruction mainly in English, their second language (L2), 2 and limited academic instruction in their L1 if they attend hoshuukoo, whereas a majority of L1 Japanese children residing in Asian countries receive school education in Japanese.What does growing up in an L2-dominant environment mean to L1 Japanese children in terms of their language development? What impact does sc...

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The shared conceptual system and language processing in bilingual children: findings from literacy assessment in Spanish Nahuatl

Cited by 27 publications

References 0 publications

The Linguistic Complexity of the English Learners’ Writing

The Linguistic Complexity of the English Learners’ Writing

Processes of Interdependence between Languages. The Case of Immigrant Students in Catalonia // Procesos de interdependencia entre lenguas. El caso del alumnado inmigrante en Cataluña

Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students at Hoshuukoo

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