Acquisition of Literacy in Bilingual Children: A Framework for Research
Acquisition of Literacy in Bilingual Children: A Framework for Research
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DOI：
10.1111/j.1467-9922.2007.00412.x
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发表时间：
2002-03
影响因子：
4.4
通讯作者：
E. Bialystok
中科院分区：
文献类型：
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作者：
E. Bialystok
许多有助于理解双语儿童如何识字的研究并不能孤立地讨论双语对这些儿童识字习得的贡献。本文首先确定了三个与考察双语儿童识字习得相关的研究领域，解释了每个领域的贡献，并将每种类型的研究与单语儿童识字所需的技能联系起来。获得识字的三项必备技能是口语能力、对印刷符号概念的理解和元语言意识的建立。对文献的回顾探讨了这些影响单语儿童读写能力习得的技能在多大程度上与双语儿童的发展不同。结论是，双语与三种技能的发展之间的关系是不同的，对于双语儿童来说，有时是优势(印刷概念)，有时是劣势(口语能力)，有时差异很小(元语言概念)。因此，双语能力显然是儿童识字发展的一个因素，但这个因素的影响既不简单，也不统一。自这篇文章发表以来，我们的研究继续探索这一框架中的主题，并为描述双语如何影响识字能力提供了更多细节。这项研究的两个重要进展是发现阅读能力的某些方面，特别是语音意识，植根于一般的认知机制，很容易跨语言迁移，而其他方面，如解码，则更依赖于语言，更具语言特殊性，需要随着每一种新的写作系统而重新学习(Bialystok，Luk，&Kwan，2005)。其次，书写系统和它们之间的差异对儿童识字的影响比之前认为的更大。不足为奇的是，已经发现这种新兴能力与语音意识之间的关系(Bialystok，McBride-Chang，&Luk，2005)，但更令人惊讶的是，最近发现它对儿童新兴的印刷概念产生了微妙的影响(Bialystok&Luk，出版中)。在成人认知和语言加工的研究中，也有关于双语必须从有利和不利两方面考虑的解释。最近的研究表明，成年双语者在测量词汇提取和流利性的任务上表现出劣势(Michael&Gollan，2005)，但在评估注意力的认知控制任务上表现出优势(Bialystok，Craik，Klein，&Viswanathan，2004)。这种方法导致了对双语如何影响认知表现的更详细、最终也更准确的描述。
Much of the research that contributes to understanding how bilingual children become literate is not able to isolate the contribution of bilingualism to the discussion of literacy acquisition for these children. This article begins by identifying three areas of research that are relevant to examining literacy acquisition in bilinguals, explaining the contribution of each, and associating each type of research with a skill required by monolingual children in becoming literate. Three prerequisite skills for the acquisition of literacy are competence with the oral language, understanding of symbolic concepts of print, and establishment of metalinguistic awareness. A review of the literature explores the extent to which these skills that influence literacy acquisition in monolinguals develop differently for bilingual children. The conclusion is that the relation between bilingualism and the development of each of the three skills is different, sometimes indicating an advantage (concepts of print), sometimes a disadvantage (oral language competence), and sometimes little difference (metalinguistic concepts) for bilingual children. Therefore, bilingualism is clearly a factor in children's development of literacy, but the effect of that factor is neither simple nor unitary. Since the publication of this article, our research has continued to explore the themes set out in this framework and provided more detail for the description of how bilingualism affects the acquisition of literacy. Two important advances in this research are the finding that some aspects of reading ability, notably phonological awareness, are rooted in general cognitive mechanisms and transfer easily across languages, whereas others, such as decoding, are more language dependent and language-specific and need to be relearned with each new writing system (Bialystok, Luk, & Kwan, 2005). Second, writing systems and the differences between them have a greater impact on children's acquisition of literacy than previously believed. Not surprisingly, this relation has been found for emerging ability with phonological awareness (Bialystok, McBride-Chang, & Luk, 2005) but, more surprisingly, has recently been shown to have a subtle influence on children's emerging concepts of print (Bialystok & Luk, in press). The interpretation that bilingualism must be considered in terms of both advantages and disadvantages has also been pursued in studies of cognitive and linguistic processing in adults. Recent research has shown that adult bilinguals display disadvantages on tasks measuring lexical retrieval and fluency (Michael & Gollan, 2005) but advantages on tasks assessing cognitive control of attention (Bialystok, Craik, Klein, & Viswanathan, 2004). This approach leads to a more detailed and, ultimately, more accurate description of how bilingualism affects cognitive performance.