Biliteracy development in Chinese and Korean children

描述(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标志书写系统，它将印刷的字符映射到相应的单音节语素。这项拟议的研究将调查母语为中国(L1)的儿童和母语为韩国的儿童在学习将英语作为第二语言(L2)阅读方面的两文发展情况。韩语字母与英语、俄语和意大利语一样，将字母映射到音素上。最近关于学习从西班牙语等另一种字母系统阅读英语的儿童识字能力发展的研究开始提供关于第一语言和第二语言阅读技能之间强大促进作用的一致结果。然而，到目前为止，很少有关于儿童从拼写或类型不同的书写系统(如汉语)学习英语阅读的两文发展的可比性研究。这项纵向研究将跟踪调查从幼儿园到二年级的大约200名儿童(每种语言组大约100名)。我们将每年对儿童进行一次测试。L1和L2的平行实验和测试将被设计来考察三个主要的单词阅读组成部分-语音、拼写和意义加工。将测试L1和L2的单词识别能力。通过这些不同时间的测量数据，我们计划调查字母(韩语)和非字母(汉语)识字经历对学习在不同时间点阅读英语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和单词识别技能之间的并发和预测关系；探索阅读成分和单词识别技能之间的并发和预测关系。这些发现将对双语发展的普遍过程和特定语言过程之间的相互作用提供洞察力。

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.