Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals

被引:9
作者
Anthony, Jonathan J. D. [1 ]
Blumenfeld, Henrike K. [2 ]
Potapova, Irina [2 ]
Pruitt-Lord, Sonja L. [2 ]
机构
[1] San Diego State Univ, SDSU UCSD JDP Language & Communicat Disorders, San Diego, CA 92182 USA
[2] San Diego State Univ, Sch Speech Language & Hearing Sci, San Diego, CA 92182 USA
关键词
Language transfer; cognates; metalinguistic awareness; bilingual development; language dominance; CROSS-LINGUISTIC TRANSFER; PHONOLOGICAL AWARENESS; MORPHOLOGICAL AWARENESS; 2ND-LANGUAGE LEARNERS; WORD RECOGNITION; ENGLISH; SPANISH; ACQUISITION; VOCABULARY; IDENTIFICATION;
D O I
10.1080/13670050.2020.1735990
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The current work investigates whether language dominance predicts transfer of skills across cognitive-linguistic levels from the native language (Spanish) to the second language (English) in bilingual preschoolers. Sensitivity to cognates (elephant/elefante in English/Spanish) and metalinguistic awareness (MLA) have both been shown to transfer from the dominant to the nondominant language. Examining these types of transfer together using a continuous measure of language dominance may allow us to better understand the effect of the home language in children learning a majority language in preschool. Forty-six preschool-aged, Spanish-English bilinguals completed English receptive vocabulary and metalinguistic tasks indexing cognate effects and MLA. Language dominance was found to predict crosslinguistic (cognate) facilitation from Spanish to English. In addition, MLA skills also transferred from Spanish to English for children with lower English proficiency, and no transfer of MLA was evident for children with higher English proficiency. Altogether, findings suggest that transfer from a dominant first language to a nondominant second language happens at linguistic and cognitive-linguistic levels in preschoolers, although possibly influenced by second language proficiency. The current study has implications for supporting the home language for holistic cognitive-linguistic development.
引用
收藏
页码:922 / 941
页数:20
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