Biliteracy development in Chinese and Korean children

描述（由申请人提供）：世界上不同的书写系统选择不同的口语单位进行映射。汉语，通常被认为是一种符号书写系统，将印刷字符映射到相应的单音节语素。本研究将调查母语为中国（L1）的儿童与母语为韩国（L2）的儿童在学习阅读英语方面的双语发展情况。韩语的字母表，也就是韩文，就像英语、俄语和意大利语一样，把字母映射到音素上。最近一项关于儿童从另一种字母系统（如西班牙语）学习阅读英语的读写能力发展的研究已经开始提供一致的结果，即第一语言和第二语言阅读技能之间有很强的促进作用。然而，迄今为止，很少有可比性的研究对学习从正字法或类型化不同的书写系统（如汉语）阅读英语的儿童的双语能力发展进行过研究。这项纵向研究将跟踪约200名从幼儿园到二年级的儿童（每个语言组约100名）。我们每年给孩子们做一次测试。在L1和L2的平行实验和测试将被设计来检查三个主要的单词阅读组成部分-音韵，正字法和意义处理。将测试L1和L2的单词识别能力。利用这些测量的数据，我们计划在不同的时间点调查字母（韩语）和非字母L1（汉语）读写经验对学习阅读英语L2的认知后果；考察三种不同语言（汉语、韩语和英语）中各种基本阅读成分与单词识别技能之间的并行和预测关系；探讨不同语言（汉语-英语与韩语-英语）中阅读成分与词汇识别能力之间的同步关系和预测关系。这些发现将有助于深入了解读写能力发展的普遍过程和特定语言过程之间的相互作用。

DESCRIPTION (provided by applicant): Different writing systems in the world select different units of spoken language for mapping. Chinese, usually considered a logographic writing system, maps a printed character to a corresponding monosyllabic morpheme. This proposed study will investigate biliteracy development of native Chinese (L1) children compared to native Korean children in learning to read English as a second language (L2). The Korean alphabet, Hangul, maps letters onto phonemes just as English, Russian, and Italian do. Recent research on literacy development of children learning to read English from another alphabetic system such as Spanish has started to provide consistent results on the strong facilitation between L1 and L2 reading skills. However, to date few comparable studies have been carried out on biliteracy development of children learning to read English from an orthographically or typologically different writing system such as Chinese. This longitudinal study will follow about 200 children from kindergarten to grade 2 (about 100 in each language group). We will test children once every year. Parallel experiments and tests in L1 and L2 will be designed to examine the three major word reading components - phonological, orthographic and meaning processing. Word identification skills in L1 and L2 will be tested. With data from these measures across time, we plan to investigate cognitive consequences of alphabetic (Korean) versus nonalphabetic L1 (Chinese) literacy experiences for learning to read English L2 at different time points; to examine the concurrent and predictive relationships between various basic reading components and word identification skill within three different languages (Chinese, Korean and English); to explore the concurrent and predictive relationships between the reading components and word identification skill across languages (Chinese-English vs. Korean- English). These findings will provide insight into the interaction between universal and language-specific processes of biliteracy development.