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ERIC Number: EJ898981
Record Type: Journal
Publication Date: 2010-Dec
Pages: 22
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-0144-3410
Cross- and Mono-Linguistic Text Processing in Bilingual Children
Schoenpflug, Ute; Klische, Felicitas
Educational Psychology, v30 n7 p849-870 Dec 2010
Bilingual German fourth-graders are expected to develop greater linguistic awareness than monolingual children and therefore should habitually apply different text-processing strategies compared with German monolingual fourth-graders when comprehending and recalling a text. Bilingual children are expected to process texts from the bottom up, from the text base to the gist, whereas monolingual children should engage in top-down processing, which is indicated, for example, by more text intrusions and inferences. This research attempts to clarify whether bilinguals show this shift in direction of processing when they process cross-linguistic versus mono-linguistic texts. The results of Experiment 1 supported our main hypothesis. Monolingual German fourth-graders had more intrusions than same-aged German-English (L1-L2) bilingual children. In Experiment 2, nearly balanced German-English and German-dominant children were tested separately in within-language free recall in both languages and in across-language text recall. For nearly balanced bilingual children, within- and cross-language recall was equally efficient in both languages but not for German-dominant bilingual children--in their recall, more intrusions appeared in their L2 recall. Top-down processing seems to increase when it is in the weaker language. Engaging in bottom-up processing apparently is associated with cognitive functioning in L1. (Contains 5 tables and 1 note.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany