Bilingual education, metalinguistic awareness, and the understanding of an unknown language*
Bilingual education, metalinguistic awareness, and the understanding of an unknown language*
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双语教育、元语言意识和对未知语言的理解*
DOI：
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发表时间：
2010
期刊：
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通讯作者：
J. Wicherts
中科院分区：
文献类型：
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作者：
H. T. Kuile;M. Veldhuis;S. C. V. Veen;J. Wicherts
越来越多的学校提供双语课程，用不止一种语言授课。一些理论认为，双语者比单语者有更强的元语言意识。我们研究了这种更强的元语言意识是否也与理解未知语言的能力增强有关。为了衡量元语言意识和理解用未知语言编写的文本的能力，我们设计了印度尼西亚语言测试（ILT）。 ILT 包含有关印度尼西亚语故事的项目。荷兰单语和双语班的高中生接受了 ILT、荷兰语测试、英语语言测试和一般智力测试。 ILT 显示出有前景的心理测量特性。双语学生的 ILT 得分显着高于单语学生。多组验证性因素分析表明（i）ILT 衡量理解未知语言的能力，以及（ii）双语学生在此能力上的得分显着高于单语学生。这两项观察结果都支持这样的观点：双语教育提高了元语言意识，从而提高了理解未知语言的能力。
An increasing number of schools offer bilingual programs, where lessons are taught in more than one language. Several theories state that bilinguals have greater metalinguistic awareness than monolinguals. We investigated whether this greater metalinguistic awareness is also related to an increased ability to understand an unknown language. To measure metalinguistic awareness and the ability to understand text written in an unknown language, we designed the Indonesian Language Test (ILT). The ILT consists of items regarding a story in Indonesian. Dutch high school students from monolingual and bilingual classes were administered the ILT, a Dutch Language Test, an English Language Test, and a general intelligence test. The ILT showed promising psychometric properties. Bilingual students scored significantly higher on the ILT than monolingual students. Multi-group confirmatory factor analyses showed (i) that ILT measures the ability to understand an unknown language, and (ii) that bilingual students score significantly higher than monolingual students on this ability. Both observations support the notion that bilingual education increases metalinguistic awareness and therefore the ability to understand an unknown language.