Profile effects in early bilingual language and literacy
Profile effects in early bilingual language and literacy
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DOI：
10.1017/s0142716407070117
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发表时间：
2007-04-01
影响因子：
2.1
通讯作者：
Cobo-Lewis, Alan B.
中科院分区：
文献类型：
--
作者：
Oller, D. Kimbrough;Pearson, Barbara Z.;Cobo-Lewis, Alan B.
双语儿童的语言和识字能力在某些领域比其他领域更强。对迈阿密的单语英语和双语西班牙语-英语学习者的大规模研究数据的重新分析清楚地表明了“侧面效应”，即双语儿童在不同测试类型中与单语儿童相比表现出不同的水平。在社会经济地位、家庭语言和学校环境（双向或英语沉浸）的条件下，个人资料的影响是强烈和一致的。侧面效应表明双语和单语儿童在基本阅读任务中的表现相当，但双语儿童在两种语言中的词汇得分较低。其他测试类型显示，双语者的得分居中，各组之间也有很大的一致性。这些配置文件被解释为主要是由于双语词汇知识的“分布特性”，双语个体的倾向，知道一些词在一种语言，但不是其他，反之亦然。
Bilingual children's language and literacy is stronger in some domains than others. Reanalysis of data from a broad-scale study of monolingual English and bilingual Spanish-English learners in Miami provided a clear demonstration of "profile effects," where bilingual children perform at varying levels compared to monolinguals across different test types. The profile effects were strong and consistent across conditions of socioeconomic status, language in the home, and school setting (two way or English immersion). The profile effects indicated comparable performance of bilingual and monolingual children in basic reading tasks, but lower vocabulary scores for the bilinguals in both languages. Other test types showed intermediate scores in bilinguals, again with substantial consistency across groups. These profiles are interpreted as primarily due to the "distributed characteristic" of bilingual lexical knowledge, the tendency for bilingual individuals to know some words in one language but not the other and vice versa.