Bilingualism and learning: The effect of language pair on phonological awareness abilities.

Dodd, Barbara J., So, Lydia K. H. and Lam Kobe K. C. (2008) Bilingualism and learning: The effect of language pair on phonological awareness abilities.. Australian Journal of Learning Difficulties, 13 2: 99-113. doi:10.1080/19404150802380514


Author Dodd, Barbara J.
So, Lydia K. H.
Lam Kobe K. C.
Title Bilingualism and learning: The effect of language pair on phonological awareness abilities.
Journal name Australian Journal of Learning Difficulties   Check publisher's open access policy
ISSN 1940-4158
Publication date 2008-01-01
Year available 2008
Sub-type Article (original research)
DOI 10.1080/19404150802380514
Open Access Status Not yet assessed
Volume 13
Issue 2
Start page 99
End page 113
Total pages 14
Place of publication UK
Publisher Routledge
Language eng
Subject C1
920107 Hearing, Vision, Speech and Their Disorders
111403 Paediatrics
Abstract Children first exposed to English as a second language when they start school are at risk for poor academic outcome. They perform less well than their monolingual peers, matched for socio-economic background, at the end of primary school on measures of language and literacy, despite immersion in English at school. Previous research suggests, however, that some bilingual children do better on phonological awareness (PA) tasks than monolinguals in preschool. Two experiments investigated the effect of language pair on PA by comparing monolingual and bilingual children's syllable, onset rime, phoneme and tone awareness using detection, deletion and segmentation tasks. Experiment 1 compared bilingual Putonghua-Cantonese children with two matched monolingual control groups. The bilingual group had enhanced phonological awareness. However, the monolingual Putonghua speakers performed better on the phoneme detection task. Experiment 2 compared Cantonese-English bilingual children and controls monolingual in Cantonese. While there was no overall group difference in PA, the bilingual children had better tone awareness. The profile of findings is considered for possible explanations of later literacy difficulties.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2009 Higher Education Research Data Collection
UQ Centre for Clinical Research Publications
 
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Created: Sun, 29 Mar 2009, 22:31:19 EST by Amanda Barnett on behalf of UQ Centre for Clinical Research