NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ857335
Record Type: Journal
Publication Date: 2009-Aug
Pages: 23
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-1479-0718
Language Learning Experience in School Context and Metacognitive Awareness of Multilingual Children
Le Pichon Vorstman, Emmanuelle; De Swart, Henriette; Ceginskas, Viktorija; Van Den Bergh, Huub
International Journal of Multilingualism, v6 n3 p258-280 Aug 2009
What is the influence of a language learning experience (LLE) in a school context on the metacognitive development of children? To answer that question, we presented 54 multilingual preschoolers with two movie clips and examined their reactions to an exolingual situation of communication. These preschoolers were aged four and a half to six and a half. We observed how they treated the reception of information during situations of communication in which they did not share the same language as their interlocutor. We hypothesised that children with a LLE in a formal context would outperform children without that specific experience (nLLE) with respect to their communicative abilities in this test paradigm. Furthermore, we hypothesised that the differences observed might be due to the fact that LLE children would be more aware of contextual cues than nLLE children. As a result, the LLE children might be more inclined to answer the actor and less inclined to give up the exchange. Our results confirm that a formal learning context (LLE) significantly improves metacognitive awareness and that this is a relevant factor in facilitating the treatment of communicative interactions. (Contains 2 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A