NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ872741
Record Type: Journal
Publication Date: 2010-Mar
Pages: 18
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0922-4777
Bilingualism and Phonological Awareness: The Case of Bilingual (French-Occitan) Children
Laurent, Angelique; Martinot, Clara
Reading and Writing: An Interdisciplinary Journal, v23 n3-4 p435-452 Mar 2010
The present study investigated the development of linguistic awareness in children exposed to the early learning of a second language in Grades 3-5 of primary school, i.e. between the ages of 8 and 10. The aim was to determine whether this bilingual experience enhanced the development of phonological awareness in beginning readers in a bilingual French-regional language school programme compared with a population of monolingual children receiving traditional education. More specifically, in light of research promoting the hypothesis of a "bilingual advantage", we set out to determine exactly how long children need to be exposed to a second language before bilingualism starts to influence the development of their phonological awareness. Tasks designed to assess phonological awareness were administered to more than a hundred children. Results suggest that children who have undergone a bilingual school programme display a more highly developed phonological awareness than their monolingual peers from age 9 onwards, i.e. in Grade 4. These results are discussed in the light of ongoing research on bilingualism, bilingual education and threshold theory.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France