Should Bilingual Children Learn Reading in Two Languages at the Same Time or in Sequence?
Should Bilingual Children Learn Reading in Two Languages at the Same Time or in Sequence?
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DOI：
10.1080/15235882.2013.779618
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发表时间：
2013-01-01
影响因子：
1.6
通讯作者：
Petitto, Laura-Ann
中科院分区：
文献类型：
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作者：
Berens, Melody S.;Kovelman, Ioulia;Petitto, Laura-Ann
学习两种语言的阅读最好是同时进行还是依次进行？我们观察了二年级和三年级儿童在双向双语学习环境中的情况：（a）50：50或同时双语（同一发展时期的两种语言）和（B）90：10或顺序双语（一种语言，然后逐渐另一种语言）。他们与在单语英语学校的单语英语儿童进行了比较。双语者（家庭语言是西班牙语，英语，或西班牙语和英语的双语学校），测试在两种语言，和单语儿童测试英语使用标准化阅读和语言任务。双语50：在英语不规则词和段落理解任务中，50个程序在90：10的程序中表现得比双语者好，这表明语言和阅读促进了潜在的语法类别和语言结构分析。相比之下，双语者在90：10程序中的英语语音意识和阅读解码任务中的表现优于双语者在50：50程序中的表现，这表明语言和阅读促进了表面语音规律性分析。值得注意的是，来自英语家庭的儿童在双语学习环境中的表现与来自单语英语家庭的儿童在单语学习环境中的表现一样好，甚至更好。总的来说，研究结果提供了诱人的证据，在同一发展时期的双语学习可能提供双语阅读的优势。
Is it best to learn reading in two languages simultaneously or sequentially? We observed second- and third-grade children in two-way dual-language learning contexts: (a) 50: 50 or Simultaneous dual-language (two languages within same developmental period) and (b) 90: 10 or Sequential dual-language (one language, followed gradually by the other). They were compared to matched monolingual English-only children in single-language English schools. Bilinguals (home language was Spanish only, English-only, or Spanish and English in dual-language schools), were tested in both languages, and monolingual children were tested in English using standardized reading and language tasks. Bilinguals in 50: 50 programs performed better than bilinguals in 90: 10 programs on English Irregular Words and Passage Comprehension tasks, suggesting language and reading facilitation for underlying grammatical class and linguistic structure analyses. By contrast, bilinguals in 90: 10 programs performed better than bilinguals in the 50: 50 programs on English Phonological Awareness and Reading Decoding tasks, suggesting language and reading facilitation for surface phonological regularity analysis. Notably, children from English-only homes in dual-language learning contexts performed equally well, or better than, children from monolingual English-only homes in single-language learning contexts. Overall, the findings provide tantalizing evidence that dual-language learning during the same developmental period may provide bilingual reading advantages.