Journal articles on the topic 'Language awareness in children'
To see the other types of publications on this topic, follow the link: Language awareness in children.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Language awareness in children.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Ivanova, Nedelina, Rannveig Sverrisdóttir, and Guðný Björk Þorvaldsdóttir. "Raising Handshape Awareness." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 27–51. http://dx.doi.org/10.31299/hrri.58.si.2.
Abstract:
Although previous research shows that the use of rhyme in early language stimulation has a positive impact on children’s sign language development, this area of sign language acquisition has not been adequately researched. 90% of deaf children are born to hearing parents who barely know sign language before their child is born, and yet they are the primary language role models in their child’s life. As L2 sign language users, hearing parents of deaf children teach language skills in their L2 to their deaf child who acquires sign language as one of their L1s. In this article, we focus on the potential application of the Icelandic Sign Language (ÍTM) handshape inventory in both early language intervention with signing children and in teaching ÍTM as an L2. We argue that the handshape inventory can be used as a teaching tool when teaching sign language as M2L2 to hearing adults and as a visual language stimulation tool for signing children (M1L1 or M2L1). The main purpose of using the handshape inventory is to raise phonological awareness of signing children and adults learning sign language. This can be done by explicitly teaching handshapes to adult learners and using signed rhymes in early language stimulation.
2
Tellier, Angela, and Karen Roehr-Brackin. "Metalinguistic awareness in children with differing language learning experience." EUROSLA Yearbook 13 (August 2, 2013): 81–108. http://dx.doi.org/10.1075/eurosla.13.06tel.
Abstract:
Theoretical research concerned with the notion of second language (L2) learning difficulty has resulted in specific criteria that can be used to predict the learning difficulty of different languages in terms of both explicit and implicit knowledge. The characteristics of the constructed language Esperanto suggest that this language has lower explicit and implicit learning difficulty than other languages. It may therefore be a suitable ‘starter language’ for child L2 learning in the classroom. Specifically, we propose that Esperanto may facilitate the development of metalinguistic awareness and, as a consequence, boost children’s budding capacity for explicit learning. This would be particularly advantageous in the minimal-input setting of the average foreign language classroom. We present findings from an empirical study which compared 11 to 12-year-old English-speaking children who had learned Esperanto and a European L2 (N = 35) with children who had learned various combinations of European and non-European L2s (N = 168) in terms of their performance on a measure of metalinguistic awareness. No significant differences in overall level of metalinguistic awareness were identified, but the Esperanto group significantly outperformed the comparison group on one of the eleven metalinguistic tasks included in the measure. Moreover, the Esperanto group displayed a more homogeneous performance than the other groups of children. This suggests that learning Esperanto may have a lasting levelling effect, reducing differences between children with varying metalinguistic abilities.
3
Parke, Tim. "Bilingualism and language awareness in young children." Language Awareness 3, no. 3-4 (January 1994): 209–19. http://dx.doi.org/10.1080/09658416.1994.9959858.
4
Cossu, Giuseppe, Donald Shankweiler, Isabelle Y. Liberman, Leonard Katz, and Giuseppe Tola. "Awareness of phonological segments and reading ability in Italian children." Applied Psycholinguistics 9, no. 1 (March 1988): 1–16. http://dx.doi.org/10.1017/s0142716400000424.
Abstract:
ABSTRACTThe early evidence pertaining to the development of phonological segmentation abilities and their relation to reading was collected with English-speaking subjects. Although data from other languages have been obtained, explicit cross-language comparisons have not been made. It was considered that since languages vary in their phonological structures, they may also vary in the demands they make on the beginning reader. The present study compared the segmentation abilities of Italian children with those of English-speaking (American) children using the same methods of assessment and the same subject-selection criteria. At the preschool level, though the Italian children manifested a higher level of performance overall, their pattern of performance paralleled that obtained earlier with American children. In both groups, syllable segmentation ability was stronger than phoneme segmentation. After school entrance, this pattern remained unchanged in American children but was reversed in Italian beginning readers. In both language groups, however, phonemic segmentation ability distinguished children of different levels of reading skill. The discrepancies between the language groups were seen as reflecting phonologic and orthographic differences between the languages.
5
Bruck, Maggie, and Fred Genesee. "Phonological awareness in young second language learners." Journal of Child Language 22, no. 2 (June 1995): 307–24. http://dx.doi.org/10.1017/s0305000900009806.
Abstract:
ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.
6
Luo, Yang Cathy, Becky Xi Chen, and Esther Geva. "Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children." Written Language and Literacy 17, no. 1 (April 11, 2014): 89–115. http://dx.doi.org/10.1075/wll.17.1.05luo.
Abstract:
The present study was designed to examine concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness at two levels, the construct level and the reading level. We investigated whether phonological awareness and morphological awareness measured in one language are related to the same constructs measured in another language in Chinese-English bilinguals. Moreover, we assessed the cross-linguistic effects of the two constructs on reading concurrently and one year later in Grade 1. Participants of the study included 91 kindergarten and Grade 1 Chinese-English bilingual children. The children were tested twice, approximately one year apart, on a battery of cognitive and literacy measures in both languages. The data were analyzed with comprehensive path models that included phonological awareness, morphological awareness, and word reading in both languages. Our results demonstrate cross-linguistic transfer of phonological awareness and morphological awareness at the construct level and cross-linguistic transfer of phonological awareness to reading concurrently. Keywords: transfer; phonological awareness; morphological awareness; word reading; Chinese-English bilingual children
7
Sohail, Juwairia, Kathleen Hipfner-Boucher, Hélène Deacon, and Xi Chen. "Reading Comprehension in French L2/L3 Learners: Does Syntactic Awareness Matter?" Languages 7, no. 3 (August 9, 2022): 211. http://dx.doi.org/10.3390/languages7030211.
Abstract:
This study examines the contributions of syntactic awareness to reading comprehension, both within and across languages, in third-grade children learning French as a second (L2) or third language (L3). Participants were 72 non-francophone children enrolled in a Canadian French immersion program in which all academic instruction is in French. Children completed measures of reading comprehension, syntactic awareness, word reading, vocabulary, and reading-related control variables in both English and French. Regression analyses examining within-language relations revealed that French syntactic awareness made a significant unique contribution to French reading comprehension after controlling for nonverbal reasoning, language status (French as either L2 or L3), word reading, and vocabulary. Furthermore, French syntactic awareness contributed across languages to English reading comprehension, after accounting for English controls (word reading, vocabulary, syntactic awareness) in addition to nonverbal reasoning and language status. In sharp contrast, measures of English syntactic awareness made no unique contribution to reading comprehension in either English or French after the aforementioned controls. These findings add to theoretical models of reading comprehension by highlighting the importance of syntactic awareness in the language of instruction in supporting bilingual children’s reading comprehension.
8
Gottardo, Alexandra, Norah Amin, Asma Amin, Redab Al-Janaideh, Xi Chen, and Johanne Paradis. "Word reading in English and Arabic in children who are Syrian refugees." Applied Psycholinguistics 41, no. 6 (August 11, 2020): 1305–28. http://dx.doi.org/10.1017/s014271642000034x.
Abstract:
AbstractWord reading is a fundamental skill in reading and one of the building blocks of reading comprehension. Theories have posited that for second language (L2) learners, word reading skills are related if the children have sufficient experience in the L2 and are literate in the first language (L1). The L1 and L2 reading, phonological awareness skills, and morphological awareness skills of Syrian refugee children who speak Arabic and English were measured. These children were recent immigrants with limited L2 skills and varying levels of L1 education that was often not commensurate with their ages. Within- and across-language skills were examined in 96 children, ages 6 to 13 years. Results showed that phonological awareness and morphological awareness were strong within-language variables related to reading. Additionally, Arabic phonological awareness and morphological processing were strongly related to English word reading. Commonality analyses for variables within constructs (e.g., phonological awareness, morphological awareness) but across languages (Arabic and English) in relation to English word reading showed that in addition to unique variance contributed by the variables, there was a high degree of overlapping variance.
9
Kamhi, Alan G., and Linda A. Koenig. "Metalinguistic Awareness in Normal and Language-Disordered Children." Language, Speech, and Hearing Services in Schools 16, no. 3 (July 1985): 199–210. http://dx.doi.org/10.1044/0161-1461.1603.199.
Abstract:
The purpose of this study was to better understand the relationship between delayed linguistic performance and metalinguistic abilities. A metalinguistic task involving the identification and revision of syntactic, semantic, and phonologic errors was administered to 10 normal and 10 language-disordered children of comparable mental age and receptive language abilities. The two groups performed similarly in identifying and correcting semantic and phonologic errors. However, the language-disordered children performed significantly poorer than the normal children in identifying and correcting syntactic errors. These findings suggest that not only do language-disordered children take longer to understand and produce certain language forms, but they also take longer to access this knowledge once it is acquired.
10
Rickard Liow, Susan J., and Kenneth K. L. Poon. "Phonological awareness in multilingual Chinese children." Applied Psycholinguistics 19, no. 3 (July 1998): 339–62. http://dx.doi.org/10.1017/s0142716400010213.
Abstract:
ABSTRACTPhonological awareness has been shown to be important for early literacy development in unilingual readers of English. We investigated its impact in English and Mandarin for 57 multilingual pupils whose language backgrounds were English, Chinese (Mandarin/dialect), or Bahasa Indonesia, using a homophone decision task, an English lexicality spelling test, and a Hanyu Pinyin (romanised Mandarin) spelling test. All three groups of pupils were studying English and Mandarin in the same school, and so, somewhat unusually, the influence of their language background (especially script exposure) could be seen in the absence of differences in teaching strategies. In English, the results showed that a relationship between script exposure and phonological awareness develops in line with the orthographic depth hypothesis (Frost, Katz, & Bentin, 1987). The Bahasa Indonesia group exhibited the highest levels of alphabetic phonological awareness, followed by the English group and then the Chinese group. In Mandarin, the pupils' performance on the Hanyu Pinyin spelling test suggested that tonal phonological awareness is relatively independent of alphabetic phonological awareness. It seems that language background can influence the nature and development of phonological awareness, and that this in turn may affect children's strategies for the subsequent acquisition of a second (or third) written language.
11
Baoqi, Sun, Guangwei Hu, and Xiao Lan Curdt-Christiansen. "Metalinguistic contribution to reading comprehension: A comparison of Primary 3 students from China and Singapore." Applied Psycholinguistics 41, no. 3 (May 2020): 657–84. http://dx.doi.org/10.1017/s0142716420000132.
Abstract:
AbstractThis study examined the within- and cross-language metalinguistic contribution of three components of metalinguistic awareness (i.e., phonological awareness, morphological awareness, and syntactic awareness) to reading comprehension in monolingual Chinese-speaking children from Mainland China (n = 190) and English–Chinese bilingual children from Singapore (n = 390). Moreover, the effect of home language use on the relationship between metalinguistic awareness and reading performance was investigated. For monolingual children, hierarchical regression analyses revealed that after partialing out the effects of age, nonverbal intelligence, and oral vocabulary, syntactic awareness uniquely predicted 7%–13% of the variance in reading comprehension measures, whereas this relationship was not observed between morphological awareness and reading comprehension. For the bilingual children, within-language regression analyses revealed that English/Chinese morphological awareness and syntactic awareness both contributed significantly to English/Chinese reading measures over and above vocabulary and phonological awareness. Cross-linguistically, structure equation modeling results demonstrated that the bilingual children’s English and Chinese metalinguistic awareness were closely related and jointly supported reading comprehension in both languages, thus lending support to Koda’s transfer facilitation model. Furthermore, home language use was found to contribute to the bilingual children’s reading proficiency via its impact on metalinguistic awareness. The paper concludes with a discussion of the policy and pedagogical implications that can be drawn from these findings.
12
LICHTMAN, KAREN. "Age and learning environment: Are children implicit second language learners?" Journal of Child Language 43, no. 3 (February 26, 2016): 707–30. http://dx.doi.org/10.1017/s0305000915000598.
Abstract:
AbstractChildren are thought to learn second languages (L2s) using primarily implicit mechanisms, in contrast to adults, who primarily rely on explicit language learning. This difference is usually attributed to cognitive maturation, but adults also receive more explicit instruction than children, which may influence their learning strategies. This study crosses instruction condition with age, teaching forty children aged 5;3 to 7;11 and forty adults an artificial mini-language under implicit or explicit training conditions. Participants produced novel sentences and judged sentence grammaticality equally well in either condition, but both children and adults in the explicit training condition developed greater awareness of the mini-language's structures – and greater awareness was associated with better performance for both age groups. Results show that explicit instruction affects children and adults in the same way, supporting the hypothesis that age differences in implicit vs. explicit L2 learning are not exclusively caused by maturation, but also influenced by instruction.
13
Moore, Danièle, Maureen Hoskyn, and Jacqueline K. Mayo. "Thinking Language Awareness at a Science Centre." International Journal of Bias, Identity and Diversities in Education 3, no. 1 (January 2018): 40–63. http://dx.doi.org/10.4018/ijbide.2018010104.
Abstract:
Situated in the highly multilingual context of Vancouver, this article discusses aspects of a collaborative research project, intertwining the development of language awareness and scientific, technological, and multilingual literacies in a science centre environment. Participants were multilingual, kindergarten-aged children who attended an interactive, activity-based science educational program in a local science centre and participated in writing activities in a nearby community centre. The article will discuss the science centre as a transformative learning environment to harness cultural and linguistic diversity, a vital resource to simultaneously develop language awareness, and science knowledge. Multimodal data sources include visual documentation of the linguistic landscape at the science centre, as well as photographs, video recordings and field notes of children working individually or in small groups, and a selection of the products children created.
14
Gabig, Cheryl Smith, and Elena Zaretsky. "Promoting Morphological Awareness in Children With Language Needs." Topics in Language Disorders 33, no. 1 (2013): 7–26. http://dx.doi.org/10.1097/tld.0b013e318280f592.
15
Alonzo, Crystle N., Autumn L. McIlraith, Hugh W. Catts, and Tiffany P. Hogan. "Predicting Dyslexia in Children With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 63, no. 1 (January 22, 2020): 151–62. http://dx.doi.org/10.1044/2019_jslhr-l-18-0265.
Abstract:
Purpose In this study, we examine how well kindergarten letter identification and phonological awareness predict 2nd grade word reading and dyslexia in children with developmental language disorder (DLD) and their age- and grade-matched peers with typical language (TL). Method We employ (a) logistic regression to determine how letter identification and phonological awareness predict dyslexia, that is, dichotomous categorization of good or poor word reading, in children with DLD and TL and (b) quantile regression to determine how letter identification and phonological awareness are associated with word reading abilities on a continuum in these groups of children. Results Logistic regression revealed that letter identification was the only significant, unique kindergarten predictor of dyslexia in 2nd grade children with DLD, when compared to phonological awareness. In children with TL, both kindergarten letter identification and phonological awareness significantly predicted dyslexia in 2nd grade. Quantile regression revealed that kindergarten letter identification was a stronger predictor of 2nd grade word reading for average and lower achieving word readers with DLD and their peers with TL compared to higher performing readers. Phonological awareness was weakly associated with word reading across the full continuum of word reading abilities in children with DLD. Conclusion Letter identification is a more accurate predictor of poor word reading and dyslexia than phonological awareness in kindergarten children with DLD, which has important implications for recent U.S. legislation around early identification of dyslexia in all children.
16
Kamhi, Alan G., René Friemoth Lee, and Lauren K. Nelson. "Word, Syllable, and Sound Awareness in Language-Disordered Children." Journal of Speech and Hearing Disorders 50, no. 2 (May 1985): 207–12. http://dx.doi.org/10.1044/jshd.5002.207.
Abstract:
The present investigation evaluated language-disordered children's metalinguistic awareness of words, syllables, and sounds. Subjects were 15 language-disordered children matched for mental age to 15 normally developing children and for language age to another 15 normally developing children. In the first task, children were asked to divide sentences, bisyllabic words, and monosyllabic words into smaller units. In the second task, children were asked several questions designed to assess their word awareness. The language-disordered children performed significantly poorer than both groups of normally developing children in dividing sentences and words. The language-disordered children also did not show the same level of responses to the word-awareness questions as the normally developing children. These findings indicate that language-disordered children's metalinguistic deficit is not limited to difficulty making grammatical judgments. Importantly, these disordered children's lack of word, syllable, and sound awareness places them significantly at risk for future academic difficulties, in particular, learning how to read.
17
Meline, Timothy J., and Susan R. Brackin. "Language-Impaired Children's Awareness of Inadequate Messages." Journal of Speech and Hearing Disorders 52, no. 3 (August 1987): 263–70. http://dx.doi.org/10.1044/jshd.5203.263.
Abstract:
Inasmuch as past research supports the notion that language-impaired children are deficient in their performance on some metalinguistic/metacommunicative tasks, we hypothesized an expected deficiency on a language awareness task requiring judgments of message adequacy. To test our hypothesis, we chose 45 subjects, 15 specific language-impaired school-age children with 15 age-mates and 15 younger controls. Our procedure involved two lifelike stories each depicting a speaker and a listener. Within the context of each story, the speaker makes a request. However, the speaker's message is too general. Therefore, the speaker's intention is not understood. Subjects were classified as speaker-blamers or listener-blamers on the basis of responses to examiner queries. Language-impaired and the younger normally developing children were predominantly listener-blamers, whereas age-mates were speaker-blamers. The results are discussed in terms of a cognitive framework for metalinguistic/metacommunicative problem solving. In addition, clinical implications are addressed.
18
Rahayu, Dwi Ide. "Early Mixing in Bilingual Children: A Psycholinguistics View." Tell : Teaching of English Language and Literature Journal 6, no. 1 (February 2, 2018): 39. http://dx.doi.org/10.30651/tell.v6i1.2080.
Abstract:
Most studies on Bilinguals First Language Acquisition (BFLA) are concerned with giving explanation for language mixing in young bilinguals. It is commonly stated that language mixing in children has to be interpreted as evidence for confusions in the bilingual’s language acquisition, in the sense that the two languages are not acquired separately but start out as a single system. In other words, it is in contrast to adults’ code-switching. In this article, early mixing in bilingual children is explored based on psycholinguistics view. This article will first discuss the language acquisition, then the theories and assumptions on bilingualism in early childhood, and last the early mixing in bilingual children. According to the review of related literature, it can be inferred that from psycholinguistics view, language mixing cannot indicate the bilingual children’s lack of ability to differentiate the two language system. Spontaneous translation employed by the bilingual children shows that bilingual awareness and language differentiation is possible at an early stage. Bilingual infants can do language mixing as an evidence of their meta-linguistic awareness and language differentiation. As language mixing may be a good indicator of bilingual fluency, we can say that children who become bilingual in their early childhood will reach their fluency in the two languages by doing language mixing according to the two languages they have acquired.
19
Pullen, Paige C., and Laura M. Justice. "Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children." Intervention in School and Clinic 39, no. 2 (November 2003): 87–98. http://dx.doi.org/10.1177/10534512030390020401.
20
Gillon, Gail T. "The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment." Language, Speech, and Hearing Services in Schools 31, no. 2 (April 2000): 126–41. http://dx.doi.org/10.1044/0161-1461.3102.126.
Abstract:
Purpose:This study investigated the efficacy of an integrated phonological awareness intervention approach for children with spoken language impairment (SLI) who demonstrated early reading delay. Ninety-one, 5- to 7-year-old New Zealand children participated in this study: 61 children with SLI and 30 children with typically developing speech and language skills. All of the children with language impairment exhibited expressive phonological difficulties and some also had delayed semantic and syntactic development.Method:The children with SLI participated in either: (a) an integrated phonological awareness program, (b) a more traditional speech-language intervention control program that focused on improving articulation and language skills, or (c) a minimal intervention control program over a 4 1/2-month time period.Results:Effects of the interventions on phonological awareness ability, reading performance, and speech production were examined. The children who received phonological awareness intervention made significantly more gains in their phonological awareness ability and reading development than the children receiving the other types of speech and language intervention. Despite significant delays in phonological awareness prior to training, children who received the phonological awareness intervention reached levels of performance similar to children with typically developing speech and language skills at post-test assessment. The phonological awareness intervention also improved the children's speech articulation.Clinical Implications:The findings suggest that integrated phonological awareness intervention may be an efficient method to improve phonological awareness, speech production, and reading development of children with SLI. Findings are discussed with reference to a speech-literacy link model.
21
Milošević, Neda, Mile Vuković, and Ivana Ristić. "Phonemic awareness as an indicator of preliteral abilities in Serbian speaking children with and without specific language impairment." Inovacije u nastavi 35, no. 1 (2022): 118–31. http://dx.doi.org/10.5937/inovacije2201118m.
Abstract:
This study is based on theoretical and empirical understanding of phonemic awareness in Serbian speaking children with and without specific language impairment (SLI). The aim of this paper is to compare the phonemic awareness in children with SLI and children with typical language development (TLD) who are between 5.11 and 7 years of age. This study included 40 participants with SLI and 80 participants with TLD. The subtest for evaluation of phonemic awareness from The Test for Evaluating Reading and Writing Pre-Skills - PredČiP (Kuvač Kraljević & Lenček, 2012) was used. Statistically significant differences were confirmed on both tasks of phonemic awareness (p < .001). The half of children of the SLI group had borderline or poor achievement, generally lower than children with TLD. Bearing in mind that Serbian language has a regular orthography and clear morphological specificities, compared to most world languages, it is expected that Serbian-speaking children would master phonological awareness tasks more easily. Consequently, we believe that an early detection of phonological disorders is particularly important for the Serbian-speaking children. Having in mind that literature data indicate that children who, prior to starting school, are diagnosed with SLI, later encounter interference with reading and writing, we suggest the implementation of a specific preventive program for developing phonological skills, or training of phonemic awareness, in all children.
22
Milošević, Neda, Mile Vuković, and Ivana Ristić. "Phonemic awareness as an indicator of preliteral abilities in Serbian speaking children with and without specific language impairment." Inovacije u nastavi 35, no. 1 (2022): 118–31. http://dx.doi.org/10.5937/inovacije2201118m.
Abstract:
This study is based on theoretical and empirical understanding of phonemic awareness in Serbian speaking children with and without specific language impairment (SLI). The aim of this paper is to compare the phonemic awareness in children with SLI and children with typical language development (TLD) who are between 5.11 and 7 years of age. This study included 40 participants with SLI and 80 participants with TLD. The subtest for evaluation of phonemic awareness from The Test for Evaluating Reading and Writing Pre-Skills - PredČiP (Kuvač Kraljević & Lenček, 2012) was used. Statistically significant differences were confirmed on both tasks of phonemic awareness (p < .001). The half of children of the SLI group had borderline or poor achievement, generally lower than children with TLD. Bearing in mind that Serbian language has a regular orthography and clear morphological specificities, compared to most world languages, it is expected that Serbian-speaking children would master phonological awareness tasks more easily. Consequently, we believe that an early detection of phonological disorders is particularly important for the Serbian-speaking children. Having in mind that literature data indicate that children who, prior to starting school, are diagnosed with SLI, later encounter interference with reading and writing, we suggest the implementation of a specific preventive program for developing phonological skills, or training of phonemic awareness, in all children.
23
Manfra, Louis, and Adam Winsler. "Preschool children's awareness of private speech." International Journal of Behavioral Development 30, no. 6 (November 2006): 537–49. http://dx.doi.org/10.1177/0165025406072902.
Abstract:
The present study explored: (a) preschool children's awareness of their own talking and private speech (speech directed to the self); (b) differences in age, speech use, language ability, and mentalizing abilities between children with awareness and those without; and (c) children's beliefs and attitudes about private speech. Fifty-one children between the ages of 3 and 5 completed a selective attention task from which a sample of private speech was video-recorded for use during a subsequent experimenter–child interview. Children also completed a standardized language assessment and a battery of mentalizing tasks. Roughly half of the children (54%) showed awareness of talking during the task, and 52% of the children who talked during the task stated that their speech was self-directed. Children who were aware of their private speech were significantly older, had greater expressive language skills, used more private speech, and had higher deceptive-box scores than children who were not aware of their private speech. Participants believed that private speech was positive and helpful. Implications of this work for researchers and early childhood educators are discussed.
24
Lam, Boji P. W., and Li Sheng. "Taxonomic Development in Young Bilingual Children: Task Matters, and So Does Scoring Method." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1162–77. http://dx.doi.org/10.1044/2019_ajslp-19-00143.
Abstract:
Purpose Taxonomic awareness is central to vocabulary development and assessment. While taxonomic development appears largely unaffected by environmental factors, the impact of divided language input on distinct levels of the taxonomic hierarchy is unclear. The influence of scoring method on tasks that target distinct levels of the taxonomic hierarchy is unexamined. Method Twenty-seven English-speaking monolingual children, 46 Mandarin–English bilingual children, and 33 Spanish–English bilingual children, ages 4–7 years, participated. We measured superordinate awareness with a category association task, coordinate awareness with a contrast association task, and vocabulary size with a picture-naming task. All bilinguals completed the tasks in both languages to generate single-language (English) scores and conceptual scores. Results Single-language scoring indicated that bilingual children named fewer pictures and produced fewer superordinate-level responses in English than monolinguals. All language groups demonstrated comparable coordinate awareness. Importantly, conceptual scoring removed the bilingual disadvantage in both naming and category association tasks and revealed a bilingual advantage in coordinate awareness. Finally, the Mandarin–English and Spanish–English bilingual children performed comparably in all analyses despite differences in heritage language features and sociocultural support for bilingual development. Conclusion Depending on task demand and scoring method, bilingual children exhibited slower, comparable, and faster development in taxonomic knowledge in comparison to monolingual controls. This study highlights the nuanced effect of bilingualism on different levels of the taxonomic hierarchy and the impact of scoring methods on measuring vocabulary depth. Supplemental Material https://doi.org/10.23641/asha.12315683
25
박영옥 and Lee Jin Gyoung. "Language Teaching Method for Multicultural Children: “Focusing on the Language Awareness program”." Bilingual Research ll, no. 73 (December 2018): 153–75. http://dx.doi.org/10.17296/korbil.2018..73.153.
26
Rubin, Hyla, Miriam Kantor, and Jocelyn Macnab. "Grammatical awareness in the spoken and written language of language-disabled children." Canadian Journal of Psychology/Revue canadienne de psychologie 44, no. 4 (1990): 483–500. http://dx.doi.org/10.1037/h0084269.
27
Magnusson, Eva, and Kerstin Nauclér. "The development of linguistic awareness in language-disordered children." First Language 13, no. 37 (February 1993): 93–111. http://dx.doi.org/10.1177/014272379301303706.
28
Nicoladis, Elena, and Fred Genesee. "Word awareness in second language learners and bilingual children." Language Awareness 5, no. 2 (January 1996): 80–90. http://dx.doi.org/10.1080/09658416.1996.9959894.
29
Oller, D. Kimbrough, Alan B. Cobo-Lewis, and Rebecca E. Eilers. "Phonological translation in bilingual and monolingual children." Applied Psycholinguistics 19, no. 2 (April 1998): 259–78. http://dx.doi.org/10.1017/s0142716400010067.
Abstract:
AbstractBilingual children face a variety of challenges that their monolingual peers do not. For instance, switching between languages requires the phonological translation of proper names, a skill that requires mapping the phonemic units of one language onto the phonemic units of the other. Proficiency of phonological awareness has been linked to reading success, but little information is available about phonological awareness across multiple phonologies. Furthermore, the relationship between this kind of phonological awareness and reading has never been addressed. The current study investigated phonological translation using a task designed to measure children's ability to map one phonological system onto another. A total of 425 kindergarten and second grade monolingual and bilingual students were evaluated. The results suggest that monolinguals generally performed poorly. Bilinguals translated real names more accurately than fictitious names, in both directions. Correlations between phonological translation and measures of reading ability were moderate, but reliable. Phonological translation is proposed as a tool with which to evaluate phonological awareness through the perspective of children who live with two languages and two attendant phonemic systems.
30
Kleeck, Anne van, Ronald B. Gillam, and Teresa U. McFadden. "A Study of Classroom-Based Phonological Awareness Training for Preschoolers With Speech and/or Language Disorders." American Journal of Speech-Language Pathology 7, no. 3 (August 1998): 65–76. http://dx.doi.org/10.1044/1058-0360.0703.65.
Abstract:
Sixteen preschool children with speech and/or language disorders received phonological awareness training for a period of 9 months. Eight children attended a preschool classroom, and 8 children attended a pre-kindergarten classroom. The classrooms were located in a private school for children with speech and language disorders. A group of older children with speech and/or language disorders served as a nontreatment comparison group. Children in the treatment groups received 15 minutes of small-group lessons twice each week for two semesters. Classroom-based treatment focused on rhyming the first semester and on phoneme awareness the second semester. Rhyming and phoneme awareness activities were adapted from the literature on the development of phonological awareness in typically-achieving children. Results revealed that preschool children with speech and/or language disorders made significant improvement in rhyming and phoneme awareness. Comparisons with the non-treatment group indicated that gains in phoneme awareness were likely a result of the treatment rather than maturation or other aspects of the curriculum. We recommend the inclusion of some form of phonological awareness training, particularly phoneme awareness training, in intervention programs for preschoolers.
31
Schwartz, Mila, Haitham Taha, Hanan Assad, Ferdos Khamaisi, and Zohar Eviatar. "The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew." Journal of Speech, Language, and Hearing Research 59, no. 4 (August 2016): 797–809. http://dx.doi.org/10.1044/2016_jslhr-l-14-0363.
Abstract:
Purpose The purpose of the present study was to investigate the role of dual language development and cross-linguistic influence on morphological awareness in young bilinguals' first language (L1) and second language (L2). We examined whether (a) the bilingual children (L1/L2 Arabic and L1/L2 Hebrew) precede their monolingual Hebrew- or Arabic-speaking peers in L1 and L2 morphological awareness, and (b) 1 Semitic language (Arabic) has cross-linguistic influence on another Semitic language (Hebrew) in morphological awareness. Method The study sample comprised 93 six-year-old children. The bilinguals had attended bilingual Hebrew−Arabic kindergartens for 1 academic year and were divided into 2 groups: home language Hebrew (L1) and home language Arabic (L1). These groups were compared to age-matched monolingual Hebrew speakers and monolingual Arabic speakers. We used nonwords similar in structure to familiar words in both target languages, representing 6 inflectional morphological categories. Results L1 Arabic and L1 Hebrew bilinguals performed significantly better than Arabic- and Hebrew-speaking monolinguals in the respective languages. Differences were not found between the bilingual groups. We found evidence of cross-linguistic transfer of morphological awareness from Arabic to Hebrew in 2 categories−bound possessives and dual number−probably because these categories are more salient in Palestinian Spoken Arabic than in Hebrew. Conclusions We conclude that children with even an initial exposure to L2 reveal acceleration of sensitivity to word structure in both of their languages. We suggest that this is due to the fact that two Semitic languages, Arabic and Hebrew, share a common core of linguistic features, together with favorable contextual factors and instructional factors.
32
KOVELMAN, IOULIA, STEPHANIE A. BAKER, and LAURA-ANN PETITTO. "Age of first bilingual language exposure as a new window into bilingual reading development." Bilingualism: Language and Cognition 11, no. 2 (July 2008): 203–23. http://dx.doi.org/10.1017/s1366728908003386.
Abstract:
How does age of first bilingual language exposure affect reading development in children learning to read in both of their languages? Is there a reading advantage for monolingual English children who are educated in bilingual schools? We studied children (grades 2–3, ages 7–9) in bilingual Spanish–English schools who were either from Spanish-speaking homes (new to English) or English-speaking homes (new to Spanish), as compared with English-speaking children in monolingual English schools. An early age of first bilingual language exposure had a positive effect on reading, phonological awareness, and language competence in both languages: early bilinguals (age of first exposure 0–3 years) outperformed other bilingual groups (age of first exposure 3–6 years). Remarkably, schooling in two languages afforded children from monolingual English homes an advantage in phoneme awareness skills. Early bilingual exposure is best for dual language reading development, and it may afford such a powerful positive impact on reading and language development that it may possibly ameliorate the negative effect of low SES on literacy. Further, age of first bilingual exposure provides a new tool for evaluating whether a young bilingual has a reading problem versus whether he or she is a typically-developing dual-language learner.
33
Hudgens Henderson, Mary. "Prescriptive language attitudes in a dual language elementary school." Proceedings of the Linguistic Society of America 1 (June 12, 2016): 1. http://dx.doi.org/10.3765/plsa.v1i0.3699.
Abstract:
Language misconceptions are still very prevalent among the public, partially due to lack of linguistic education in schools. Language misconceptions can influence language attitudes, including the language attitudes of language-minority children towards their native language. In this study, 5th graders enrolled in a dual language program participated in an 18-lesson language awareness curriculum and completed Likert-type pre/posttest surveys and pretest/posttest interviews. Students’ prescriptive language attitude results are compared to those of an English-instruction control group that did not receive language awareness lessons. Both bilingual and monolingual students believed formal, school-based language to be superior to informal language. Despite having received language awareness instruction, students in the treatment group continued to hold prescriptivist language attitudes. Implications for future language awareness curricula are discussed.
34
Burchell, Diana, Kathleen Hipfner-Boucher, S. Hélène Deacon, Poh Wee Koh, and Xi Chen. "Syntactic Awareness and Reading Comprehension in Emergent Bilingual Children." Languages 8, no. 1 (February 23, 2023): 62. http://dx.doi.org/10.3390/languages8010062.
Abstract:
The present study investigated the role of syntactic awareness in reading comprehension among English–French bilinguals learning French as an additional language in Canadian French immersion programs. We examined the direct effect of French syntactic awareness on French reading comprehension as well as the indirect effects mediated through French word reading and French vocabulary. We further examined the extent to which English syntactic awareness contributed to French reading comprehension through cross-language transfer, again considering both the direct effect and the indirect effects through French word reading and French vocabulary. Mediation analyses indicated that, within French, the relationship between French syntactic awareness and French reading comprehension was fully mediated by both French word reading and French vocabulary. In contrast, English syntactic awareness contributed directly to French reading comprehension. Finally, French word reading partially mediated the relationship between English syntactic awareness and French reading comprehension. Our study suggests that children who learn French as an additional language rely on word reading and vocabulary, in addition to French syntactic awareness, to comprehend French texts. Given that English is French immersion children’s stronger language, they use English syntactic awareness to support French reading comprehension both directly and indirectly through French word reading.
35
Gartner, Gloria M., Sandra E. Trehub, and Sherri Mackay Soroka. "Word awareness in hearing-impaired children." Applied Psycholinguistics 14, no. 1 (January 1993): 61–73. http://dx.doi.org/10.1017/s0142716400010146.
Abstract:
ABSTRACTNormally hearing children (aged 4–10) and hearing-impaired children (aged 6–14) were tested on word awareness skills, such as the distinction between words and their referents, and their ability to provide explicit definitions of word. Older children performed significantly better than younger children, and normally hearing children performed significantly better than hearing-impaired children. However, orally educated children with mild or moderate hearing losses did not perform better than children with severe or profound losses. Instead, hearingimpaired children exhibited marked metalinguistic deficits, regardless of their degree of hearing loss. Finally, bimodally educated children performed significantly worse than orally educated children on the metalinguistic tasks of the present study. The implications of these findings for educational instruction are discussed.
36
HAYASHI, YUKO, and VICTORIA A. MURPHY. "On the nature of morphological awareness in Japanese–English bilingual children: A cross-linguistic perspective." Bilingualism: Language and Cognition 16, no. 1 (July 31, 2012): 49–67. http://dx.doi.org/10.1017/s1366728912000181.
Abstract:
While morphological awareness has received much attention to date, little is understood about how morphological awareness develops within bilingual children learning typologically different languages. Therefore, we investigated children's knowledge of inflections and derivations in Japanese and English, and also asked whether morphological awareness in one language predicted morphological awareness in the other. To that end, 24 Japanese learners of L2 English (ESL) and 21 English learners of Japanese as a heritage language (JHL) were recruited and participated in a range of tasks assessing both vocabulary and morphological knowledge. Cross-linguistic contributions of morphological awareness were identified in both directions (Japanese ↔ English), after controlling for age, IQ, and vocabulary knowledge. This bidirectional transfer was, however, identified only in the ESL group. The group-specific and reciprocal transfer observed is discussed in terms of morphological complexities and relative competence in each language. The potential role of different types of L2 instruction in morphological development is also discussed.
37
LUK, GIGI, and ELLEN BIALYSTOK. "Common and distinct cognitive bases for reading in English–Cantonese bilinguals." Applied Psycholinguistics 29, no. 2 (April 2008): 269–89. http://dx.doi.org/10.1017/s0142716407080125.
Abstract:
ABSTRACTThe study explores the relationship between phonological awareness and early reading for bilingual children learning to read in two languages that use different writing systems. Participants were 57 Cantonese–English bilingual 6-year-olds who were learning to read in both languages. The children completed cognitive measures, phonological awareness tasks, and word identification tests in both languages. Once cognitive abilities had been controlled, there was no correlation in word identification ability performance across languages, but the correspondence in phonological awareness measures remained strong. This pattern was confirmed by a principal components analysis and hierarchical regression that demonstrated a different role for each phonological awareness factor in reading performance in each language. The results indicate that phonological awareness depends on a set of cognitive abilities that is applied generally across languages and that early reading depends on a common set of cognitive abilities in conjunction with skills specific to different writing systems.
38
Ghorbani, Ali. "Phonological Knowledge in 5-year-old Bilingual Turkish Qashqai-Persian Children and Fars Monolingual Children." Function and Disability Journal 3, no. 1 (December 30, 2020): 77–82. http://dx.doi.org/10.32598/fdj.3.11.
Abstract:
Background & Objectives: Phonological awareness is a part of metalinguistic knowledge that is significantly associated with a wide range of language skills and processes, including literacy, and reading and writing skills. The purpose of the present study was to investigate the phonological awareness skills in bilingual five years old Qashqai- Persian children with monolingual Persian speaking children. Methods: 15 bilingual and 15 monolingual children (10 girls and 5 boys) were selected from kindergartens in Firouzabad, Fars, in February and early March 2020 and evaluated by Auditory Test of Phonological Awareness Skills (ASHA-5) for 5-6 years old Persian speaking children. Results: The results implied that the mean total score (P=0.733), as well as the mean score of each component of phonological awareness skills, including syllable awareness (P=0.328), rhyme awareness (P=0.625), and phonemic awareness (P=0.946) in monolingual 5-year-old children, were higher than the Qashqai-Persian bilingual group, but the differences were not significant (P≥0.05). Conclusion: The findings of the present study demonstrated that phonological awareness skills in the Persian language are higher in monolingual children than in Qashqai-Persian bilingual children, but the differences were not significant. Therefore, paying more attention and increasing knowledge about this aspect of language in bilingual children can be more effective in planning for education, evaluation, and treatment of phonological disorders in this group of children, especially in pre-school ages.
39
SZABO, SUSAN. "Older Children Need Phonemic Awareness Instruction, Too." TESOL Journal 1, no. 1 (March 2010): 130–41. http://dx.doi.org/10.5054/tj.2010.215246.
40
EVIATAR, ZOHAR, and RAPHIQ IBRAHIM. "Bilingual is as bilingual does: Metalinguistic abilities of Arabic-speaking children." Applied Psycholinguistics 21, no. 4 (December 2000): 451–71. http://dx.doi.org/10.1017/s0142716400004021.
Abstract:
The study explores the effects of the relationship between exposure to two languages in childhood and metalinguistic abilities. Arabic-speaking children who had been exposed to both spoken and literary Arabic were compared to Russian–Hebrew bilinguals and Hebrew monolinguals. All of the children were in kindergarten or first grade. The tests included language arbitrariness, phonological awareness, and vocabulary. As compared to the Hebrew monolinguals, the Russian–Hebrew bilinguals revealed the following pattern: higher performance on arbitrariness and phonological awareness tasks and lower performance on the vocabulary measure. The results of the Arab children mimicked those of the Russian–Hebrew bilinguals and differed from those of the Hebrew monolinguals. We conclude that exposure to literary Arabic requires the same intensive language analyses as those demanded of children exposed to languages as different as Russian and Hebrew.
41
Wolter, Julie A., Frances E. Gibson, and Timothy A. Slocum. "A Dynamic Measure of Morphological Awareness and First-Grade Literacy Skill." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 617–39. http://dx.doi.org/10.1044/2020_lshss-19-00047.
Abstract:
Purpose The purpose of this feasibility study was to investigate an early dynamic measure of morphological awareness (MA) involving graduated prompts to measure early MA skill and determine whether this task relates to and predicts performance on other language and/or literacy measures in first-grade children with language abilities typically found in the classroom. Method In addition to a battery of language and literacy measures, a dynamic assessment of MA was designed and administered to 74 first-grade children with a range of language abilities. Results The dynamic measure of MA was found to be valid, reliable, and measured early school–age MA performance for children with typical language and those at risk for developmental language disorder. For children with typical language, the developed dynamic MA measure was related to and predictive of performance on other language and literacy measures above and beyond static phonological and MA measures. Conclusions The results provide preliminary support for the use of dynamic assessment to measure MA in first-grade children with a range of language abilities. Supplemental Material https://doi.org/10.23641/asha.12591767
42
Vernon Carter, Sofía A., Gabriela Calderón, and Luis Castro. "The relationship between phonological awareness and writing." Written Language and Literacy 7, no. 1 (July 30, 2004): 101–18. http://dx.doi.org/10.1075/wll.7.1.09ver.
Abstract:
The main objective in this study was to explore the relationship between phonological awareness and writing development in monolingual Spanish speaking children. The main hypothesis were 1) Phonological awareness development is closely related to children’s writing development and 2) the introduction of writing stimuli in phonological awareness tasks enhances the production of more analytical responses, even in pre-literate children. Subjects were 100 Mexican kindergartners. They were given a writing task and two different deletion tasks. In both, children had to delete the first phoneme of words. In one of the tasks children were given oral stimuli, whereas in the other children were given an oral stimuli together with the corresponding written word. The first letter was then covered. Results show that writing levels and phonological awareness correlate significantly. Also, the presence of writing significantly increases the number of correct responses.
43
Cangelosi, James S. "Language Activities That Promote Awareness of Mathematics." Arithmetic Teacher 36, no. 4 (December 1988): 6–9. http://dx.doi.org/10.5951/at.36.4.0006.
Abstract:
Developing students' abilities to rcason with mathematics and apply mathematics to the solution of problems occurring in the real world hould be a primary focus of school mathematics (National Council of Teachers of Mathematics 1980). However, most mathemati cal curricula seem to place more emphasis on memorization of fact and algorithm than on reasoning and problem solving (Romberg and Carpenter 1986). The mathematics education literature abound with ideas for reversing the emphasis on memorization and for guiding the teaching of mathematics so that it has real-life meaning for children. Included among the idea are the following:
44
RAMIREZ, GLORIA, XI CHEN, ESTHER GEVA, and YANG LUO. "Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children." Applied Psycholinguistics 32, no. 3 (June 1, 2011): 601–18. http://dx.doi.org/10.1017/s0142716411000233.
Abstract:
ABSTRACTThis study examined the effects of first language characteristics on the development of two aspects of English morphological awareness: derivational and compound awareness in English language learners (ELLs) with Chinese or Spanish as their first language. It also assessed the contribution of derivational and compound awareness to word reading in the two groups of ELLs as well as in monolingual English-speaking children. Participants included 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and 78 monolingual English-speaking children from Grade 4 and Grade 7. Results showed that Chinese-speaking ELLs performed similarly to monolingual English speakers on English compound awareness, and monolingual English speakers outperformed Spanish-speaking ELLs. Spanish-speaking ELLs and monolingual children, in contrast, both outperformed Chinese-speaking ELLs on derivational awareness. Another key finding was that in all three groups of children, morphological awareness made a unique contribution to word reading after controlling for nonverbal ability, maternal education, and other reading related variables. These results underscore the influence of first language structure on the development of second language morphological awareness, and the similar contribution of morphological awareness to word reading across monolinguals and ELLs.
45
Lohe, Viviane, and Daniela Elsner. "Developing Language Awareness in Primary School Children with Multilingual Virtual Talking Books." International Journal of Computer-Assisted Language Learning and Teaching 4, no. 4 (October 2014): 29–45. http://dx.doi.org/10.4018/ijcallt.2014100103.
Abstract:
This paper introduces the software application MuViT (Multilingual Virtual Talking Books) which was developed within an EU funded Comenius project between 2011 and 2013. MuViT contains digital storybooks in five different languages (German, English, Russian, Spanish, and Turkish). The article specifies the theoretical background of the project, the software application and its objectives, as well as the research interests and first findings with regard to the development of mono- and plurilingual primary school pupils' language awareness while and after working with MuViT for 6 weeks.
46
Chaney, Carolyn. "Preschool language and metalinguistic skills are links to reading success." Applied Psycholinguistics 19, no. 3 (July 1998): 433–46. http://dx.doi.org/10.1017/s0142716400010250.
Abstract:
ABSTRACTThis article reports the longitudinal follow-up of 41 preschool children as they moved into reading. When the children were 3 years old, they participated in a detailed assessment of their language, print, and metalinguistic skills. At the end of first grade, the children received two tests of phonological awareness and three reading measures: sound–symbol knowledge, word identification, and passage comprehension. Overall language development at age 3 just as strongly, or even more strongly, correlated with reading scores at age 7 as it had with metalinguistic and print awareness scores at age 3. In addition, the overall metalinguistic skills and print awareness of 3 year olds made significant contributions to reading achievement beyond what was provided by tacit language development. Specific metalinguistic domains were also good predictors of reading, with phonological and structural awareness offering more than word awareness.
47
Catts, Hugh W. "Facilitating Phonological Awareness." Language, Speech, and Hearing Services in Schools 22, no. 4 (October 1991): 196–203. http://dx.doi.org/10.1044/0161-1461.2204.196.
Abstract:
Research demonstrates that the facilitation of phonological awareness is an important component of intervention programs for children at-risk for reading disabilities. In this paper, the principles and techniques that should be considered in designing a phonological awareness training program are discussed. It is argued that speech-language pathologists have the training and clinical expertise, as well as the opportunity to play an integral role in the development and implementation of these programs.
48
DAVIDSON, DENISE, SANDRA B. VANEGAS, ELIZABETH HILVERT, and IEVA MISIUNAITE. "“I Readed the Book Last Week.” The Role of Dominant Language, Receptive Vocabulary and Language Structure on Morphosyntactic Awareness in Monolingual and Heritage Language Children." Bilingualism: Language and Cognition 20, no. 5 (August 3, 2016): 1045–62. http://dx.doi.org/10.1017/s136672891600078x.
Abstract:
In this research, 5- and 6-year-old monolingual (English) and heritage language (English–Spanish, English–Urdu) children completed a grammaticality judgment test to assess their awareness of grammatically correct and incorrect morphosyntactic structures in English. Results demonstrated that language group differences were minimized when heritage language children exhibited average receptive vocabulary proficiency for the sample, and when more difficult morphosyntactic structures were assessed. In this middle range, only two group differences were found. Our findings highlight the need to consider factors such as receptive vocabulary when assessing morphosyntactic awareness and language group differences.
49
Roehr-Brackin, Karen, and Angela Tellier. "Esperanto as a tool in classroom foreign language learning in England." Language Problems and Language Planning 42, no. 1 (April 24, 2018): 89–111. http://dx.doi.org/10.1075/lplp.00013.roe.
Abstract:
Abstract Previous work has examined the potential of Esperanto as a pedagogical tool in classroom foreign language learning in England, where limited language input of sometimes as little as one hour per week is the norm. The work reviewed here focuses on child learners aged 6 to 12 and was carried out between 2006 and 2016. Two Esperanto-based language awareness programmes have provided primarily descriptive insights, suggesting that learning Esperanto may result in greater metalinguistic awareness and more positive attitudes to other languages and cultures. However, the language awareness programmes were implemented without matched comparison groups and therefore could not reveal whether the learning of Esperanto would lead to different results than the learning of other languages. Classroom-based research that included matched comparison groups has sought to address this issue. Specifically, three studies investigated the questions of whether learning Esperanto as opposed to learning other languages would help enhance children’s metalinguistic awareness and thus contribute in turn to more successful learning in a limited-input classroom context. On the one hand, results indicate that for novice child learners, Esperanto was easier to learn than French, and that learning Esperanto may have a levelling effect that compensates for individual differences between children. On the other hand, the findings also show that these apparent advantages of Esperanto did not translate into measurably greater benefits for the development of metalinguistic awareness, or greater subsequent success in learning another foreign language. Moreover, learning Esperanto could not compensate for low language learning aptitude. In view of these sobering results, a number of proposals are made on how to take forward the research agenda. These proposals include further research into the potential benefits of using form-focused instruction (based on any language) with children as well as the effects of learning Esperanto in novice adult learners.
50
Colic, Gordana. "Phonological awareness of children with developmental dysphasia and children with typical language development." Specijalna edukacija i rehabilitacija 14, no. 2 (2015): 155–68. http://dx.doi.org/10.5937/specedreh14-8434.