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D'Angelo, Francesca – Multilingual Matters, 2023
This book contributes to emerging research on third language acquisition (TLA) and pinpoints the main factors characterising TLA as a different process and area of study from second language acquisition. Moving beyond the dichotomous conception of monolingualism and bilingualism, it proposes a holistic and interdisciplinary approach to studying…
Descriptors: Multilingualism, Second Language Learning, Second Language Instruction, Bilingualism
Torregrossa, Jacopo; Eisenbeiß, Sonja; Bongartz, Christiane – Language Learning, 2023
Most studies on bilingual children's metalinguistic awareness assess metalinguistic awareness using monolingual tasks. This may not reflect how a bilingual's languages dynamically interact with each other in creating metalinguistic representations. We tested 33 Greek-Italian bilingual children (8-11 years) for metalinguistic awareness using…
Descriptors: Bilingualism, Children, Preadolescents, Greek
Yu, Chi-Lin; Kovelman, Ioulia; Wellman, Henry M. – Child Development Perspectives, 2021
The possibility and nature of bilingual advantage for theory of mind (ToM), that is, young bilingual children outperforming their monolingual peers, have been discussed increasingly since the first research on the topic was published in 2003. Because accumulating evidence demonstrates a ToM advantage for bilingual individuals, in this article, we…
Descriptors: Bilingualism, Theory of Mind, Executive Function, Metalinguistics
Yan Huang; Mengmeng Wang; Hengyi Rao – International Journal of Multilingualism, 2024
While the relationship between language experience and foreign language aptitude (FLA) has been studied extensively, little is known about the underlying intermediate link between them. This study investigates whether multilingual learning experience is correlated with FLA and whether working memory (WM) mediates this relationship. A total of 93…
Descriptors: Short Term Memory, Second Language Learning, Second Language Instruction, Language Aptitude
Saiegh-Haddad, Elinor – Oxford Review of Education, 2023
All Arabic-speaking children grow up in diglossia. They use a spoken Arabic vernacular (SpA) for everyday speech but Standard Arabic (StA) for reading/writing. The current study reports a pilot diglossia-centred intervention among Palestinian-Arabic-speaking kindergarteners (N = 290; mean age 64.52 months). The study examines the effectiveness of…
Descriptors: Arabic, Kindergarten, Intervention, Program Effectiveness
Kimberly Wolbers; Leala Holcomb; Laura Hamman-Ortiz – Grantee Submission, 2023
In this conceptual article, the authors introduce the Translanguaging Framework for Deaf Education (TFDE), drawing upon two perspectives on language and learning: crip linguistics and critical translanguaging space. The TFDE is a retheorization of the Language Zone, a pedagogical framework for supporting language learning in deaf education, and is…
Descriptors: Code Switching (Language), Translation, Bilingualism, Deafness
Kesler, Ted; Darrell, Karen; Moss, Yvonne; Pasternak, Jessica; Valco, Angela – Journal of Early Childhood Literacy, 2023
A team of four general education second grade teachers, who work in a neighbourhood state elementary school in a large urban area in the northeast United States, and their staff developer, redesigned their Kevin Henkes Author Study to equally value pictures and design, along with writing. They asked, what narrative understandings do children…
Descriptors: Picture Books, Authors, Grounded Theory, Multiple Literacies
Bosma, Evelyn; Bakker, Arthur; Zenger, Linda; Blom, Elma – European Journal of Psychology of Education, 2023
In this review, we evaluate the claim that translanguaging in the classroom supports the development of the bilingual lexicon by enhancing cross-linguistic transfer. To address this issue, we integrate findings from psycholinguistics and educational sciences in order to identify how effective pedagogical practices for monolingual children can be…
Descriptors: Bilingualism, Code Switching (Language), Native Language, Second Language Learning
Atagi, Natsuki; Sandhofer, Catherine M. – Language Learning, 2020
Although language awareness is typically defined as the explicit understanding of language's functions and conventions, much evidence on the influence of diverse language environments on language awareness has shown implicit understandings of language. In contrast, this study examined whether exposure to linguistic diversity predicted monolingual…
Descriptors: Monolingualism, Knowledge Level, Young Children, Bilingualism
Sun, Xin; Zhang, Kehui; Marks, Rebecca A.; Nickerson, Nia; Eggleston, Rachel L.; Yu, Chi-Lin; Chou, Tai-Li; Tardif, Twila; Kovelman, Ioulia – Child Development, 2022
This study investigates the cross-linguistic transfer of literacy skills in Spanish-English, Chinese-English bilingual, and English monolingual children (N = 283, 5-10 years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language…
Descriptors: Literacy, Reading Skills, Bilingualism, Transfer of Training
Emily Barnes; Neasa Ní Chiaráin; Ailbhe Ní Chasaide – Reading and Writing: An Interdisciplinary Journal, 2024
This paper examines the construct of bilingual phonemic awareness in Irish-English bilinguals. Though traditionally viewed as a skill or ability which transfers across languages, recent accounts have considered whether phonemic awareness has a language-specific component. This study used a cross-sectional design to examine this question. A total…
Descriptors: Bilingualism, Phonemic Awareness, Irish, English
Troyan, Francis John; Fernández, Loretta; Weng, Zhenjie; Ferguson, Daniel Scott; Iswandari, Yuseva Ariyani; Avdakov, Sarah – Foreign Language Annals, 2023
Contextualized within our "Projects in Humanization" in language teacher education and part of our on-going collaborative self-study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers--Daniel, Yuseva, and…
Descriptors: Linguistics, Language Usage, Code Switching (Language), Language Teachers
Brian W. L. Wong; Hau Ching Lam; Julia Wing Ka Lo; Urs Maurer; Shuting Huo – Reading and Writing: An Interdisciplinary Journal, 2024
While extensive quantitative research has shed light on the cognitive mechanisms of dyslexia, few mixed-methods studies have been conducted to examine the perceptions of and attitudes towards learning in children with dyslexia, especially in Hong Kong, a bilingual context. In addition, the validity of the metaphor elicitation technique, which was…
Descriptors: Foreign Countries, Children, Chinese, Dyslexia
García, Ofelia; Kleifgen, Jo Anne – Reading Research Quarterly, 2020
The authors trace the development of the concept of translanguaging, focusing on its relation to literacies. The authors describe its connection to literacy studies, with particular attention to bi/multilingual reading and writing. Then, the authors present the development of translanguaging as a sociolinguistic theory, discuss its formulations,…
Descriptors: Translation, Multiple Literacies, Bilingualism, Multilingualism
Daly, Nicola; McKee, Rachel – International Journal of Bilingual Education and Bilingualism, 2022
Picturebooks are powerful educational tools, both for their content and their contributions to the literacy development of children. In New Zealand bilingual picturebooks featuring Te Reo Maori and New Zealand English have increased in number since the 1980s when Te Reo Maori gained official status and revitalisation efforts burgeoned. More…
Descriptors: Multilingualism, Picture Books, Sign Language, Literacy