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THE ROLE OF ORAL LANGUAGE PROFICIENCY IN PHONOLOGICAL AWARENESS OF EARLY BILINGUALS

Year 2013, Volume: 7 Issue: 2, - , 01.06.2013

Abstract

The nature of a specific spoken language as well as its orthography and the close relation between these two characteristics may influence phonemic awareness development (Durgunoğlu & Öney, 1999). In this respect, oral language proficiency of bilingual and monolingual children appears to have an influence on enhancing their phonological awareness. One major aim of the present research is therefore to explore the link between the level of oral language development and that of phonological awareness of two Turkish-English bilingual children and one monolingual child with an average age of 3.5. The data for phonological awareness came from an initial phoneme identification, rhyme-detection, and phoneme detection task; for language proficiency, from a picture description or storytelling task. All tasks were performed in the children’s dominant language, which is the community language, Turkish. Results showed that oral proficiency level is not a good predictor of the development of phonological awareness.

References

  • Baker, C. (2006). Foundations of bilingual education and bilingualism. 4th edition. Clevedon: Multilingual Matters.
  • Ben-zeev, S. (1977). The influence of bilingualism on cognitive development and cognitive strategy. Child Development, 48, 1009-1018.
  • Bialystok, E. (1986). Factors in the growth of linguistic awareness. Child Development, 57, 498-5
  • Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness. Developmental Psychology, 24, 560-567.
  • Bialystok, E. (1997). Effects of bilingualism and biliteracy on children’s emerging concepts of print. Developmental Psychology, 33, 429-440.
  • Bialystok, E. (2001). Bilingualism in Development. Cambridge: Cambridge University Press.
  • Bialystok, E., Majumder, S., & Martin, M. M. (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27-44.
  • Carlisle, J. F., Beeman, M. M., Davis, L. H., & Spharim, G. (1999). Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 20, 459-478.
  • Comeau, L., Cormier, P., Grandmaison, E., & Lacroix, D. (1999). A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 91, 29–43.
  • Cummins, J. (1978). Bilingualism and the development of metalinguistic awareness. Journal of cross-cultural psychology, 9, 131-149.
  • Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251. de Houver, A. (2009). Bilingual first language acquisition. Bristol: Multilingual Matters.
  • Diaz, R. M., & Klingler, C. (1991). Towards an explanatory model of the interaction between bilingualism and cognitive development. In E. Bialystok (Ed.), Language processing in bilingual children, (pp. 167–192). Cambridge: Cambridge University Press.
  • Durgunoğlu, A.Y., Nagy, W. E., & Hancin–Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453–465.
  • Durgunoğlu, A. Y., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing: An Interdisciplinary Journal, 11, 281-299.
  • Durgunoğlu, A. Y. (2002). Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189–204.
  • Ege, P., Acarlar, F. & Güleryüz, F. (1998). Türkçe kazanımında yaş ve ortalama sözce uzunluğunun ilişkisi. Türk Psikoloji Dergisi, 13(41), 19-33.
  • Genesee, F., Paradis, J. & Crago, M. B. (2004). Dual language development and disorders: A handbook on bilingualism and second language learning. Baltimore: Paul h. Brookes.
  • Geva, E., & Wade–Woolley, L. (1998). Component processes in becoming English Hebrew biliterate. In A. Y. Durgunoğlu & L. Verhoeven (Eds.), Literacy development in a multilingual context, (pp. 85–110). Mahwah, NJ: Erlbaum.
  • Geva, E., & Siegel, L. S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12, 1–31.
  • Goldstein, B. & McLeod, S. (2012). Typical and atypical multilingual speech acquisition. In S. McLeod and B.A. Goldstein (Eds.), Multilingual aspects of speech sound disorders in children (pp. 84-100). Bristol: Multilingual Matters.
  • Hakuta, K., & Diaz, R. M. (1985). The relationship between degree of bilingualism and cognitive ability: A critical discussion and some new longitudinal data. In K. E. Nelson (Ed.), Children’s language, (pp. 319–344). Hillsdale, NJ: Erlbaum.
  • Hambly, H., Wren, Y., McLeod, S. & Roulstone, S. (2013). The influence of bilingualism on speech production: A systematic review. International Journal of Language and Communication Disorders, 48(1), 1-24.
  • Karmiloff-Smith, A. (1997). Beyond modularity. Cambridge, MA: MIT Press.
  • Lafrance, A. & Gottardo, A. (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics, 26, 559-578.
  • Moll, L. C, & Diaz, S. (1985). Ethnographic pedagogy: Promoting effective bilingual instruction. In E. E. Garcia & R. V. Padilla (Eds.), Advances in bilingual education research, (pp. 127-149). Tucson: University of Arizona Press.
  • Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil (Ed.), Handbook of reading research (pp. 269-284). Mahwah, NJ: Erlbaum.
  • Reynolds, A. G. (1991). The cognitive consequences of bilingualism. In A. G. Reynolds (Ed.), Bilingualism, multiculturalism, and second language learning (pp. 145–182). Hillsdale, NJ: Erlbaum.
  • Sarıkaya, Y. (2011). İki yaşından once koklear implant olan 3-6 yaşları arasındaki çocuklarda konuşma algısı ile ortalama sözce uzunluğu arasındaki ilişkinin incelenmesi. Unpublished master’s thesis, Hacettepe University, Institute of Health Sciences.
  • Saville-Troike, M. (1984). What really matters in second language learning for academic achievement? TESOL Quarterly, 18, 199-219.
  • Slobin, D. I. & Bever, T. G. (1982). Children use canonical sentence schemas: A crosslinguistic study of word order and inflections. Cognition, 12, 229-265.
  • Verhoeven, L. (1994). Transfer in bilingual development. Language Learning, 44, 381-415.
  • Verhoeven, L. (2007). Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28, 425-439.
  • Wren, Y., Hambly, H., & Roulstne, S. (2012). A review of the impact of bilingualism on the development of phonemic awareness skills in children with typical speech development. Child Language Teaching and Therapy, 29(1), 11-25.
  • Yeung, S. S., & Chan, C. K. K. (2012). Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong. British Journal of Educational Psychology.

THE ROLE OF ORAL LANGUAGE PROFICIENCY IN PHONOLOGICAL AWARENESS OF EARLY BILINGUALS

Year 2013, Volume: 7 Issue: 2, - , 01.06.2013

Abstract

Belirli bir dilin doğası ve onun imlası ve bu ikili arasındaki yakın ilişki sesbirimsel farkındalık gelişimini etkileyebilir (Durgunoğlu & Öney, 1999). Bu bağlamda, tek dilli ve iki dilli çocukların sözlü dil yeterliğinin onların fonolojik farkındalıklarının gelişiminde etkisi olduğu ortaya çıkmaktadır. Bu yüzden, bu çalışmanın başlıca amaçlarından bir tanesi ortalama yaşları 3.5 olan iki tane Türkçe ve İngilizceyi konuşan iki dilli çocuğun ve bir tane tek dilli çocuğun sözlü dil gelişimleri ve fonolojik farkındalıkları arasındaki ilişkiyi incelemektir. Fonolojik farkındalık için veri önses tanılama, kafiye algılama ve sesbirim algılama çalışmalarından; dil yeterliği için veri ise bir resim tanıtma veya hikaye anlatma çalışmasından gelmektedir. Bütün çalışmalar çocukların daha fazla hakim oldukları dilde, yani Türkçe olarak gerçekleştirilmiştir ki bu aynı zamanda topluluk dilidir. Sonuçlar göstermektedir ki sözlü dil yeterliği seviyesi fonolojik farkındalık gelişiminin iyi bir öngörücüsü değildir.

References

  • Baker, C. (2006). Foundations of bilingual education and bilingualism. 4th edition. Clevedon: Multilingual Matters.
  • Ben-zeev, S. (1977). The influence of bilingualism on cognitive development and cognitive strategy. Child Development, 48, 1009-1018.
  • Bialystok, E. (1986). Factors in the growth of linguistic awareness. Child Development, 57, 498-5
  • Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness. Developmental Psychology, 24, 560-567.
  • Bialystok, E. (1997). Effects of bilingualism and biliteracy on children’s emerging concepts of print. Developmental Psychology, 33, 429-440.
  • Bialystok, E. (2001). Bilingualism in Development. Cambridge: Cambridge University Press.
  • Bialystok, E., Majumder, S., & Martin, M. M. (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27-44.
  • Carlisle, J. F., Beeman, M. M., Davis, L. H., & Spharim, G. (1999). Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 20, 459-478.
  • Comeau, L., Cormier, P., Grandmaison, E., & Lacroix, D. (1999). A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 91, 29–43.
  • Cummins, J. (1978). Bilingualism and the development of metalinguistic awareness. Journal of cross-cultural psychology, 9, 131-149.
  • Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251. de Houver, A. (2009). Bilingual first language acquisition. Bristol: Multilingual Matters.
  • Diaz, R. M., & Klingler, C. (1991). Towards an explanatory model of the interaction between bilingualism and cognitive development. In E. Bialystok (Ed.), Language processing in bilingual children, (pp. 167–192). Cambridge: Cambridge University Press.
  • Durgunoğlu, A.Y., Nagy, W. E., & Hancin–Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453–465.
  • Durgunoğlu, A. Y., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing: An Interdisciplinary Journal, 11, 281-299.
  • Durgunoğlu, A. Y. (2002). Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189–204.
  • Ege, P., Acarlar, F. & Güleryüz, F. (1998). Türkçe kazanımında yaş ve ortalama sözce uzunluğunun ilişkisi. Türk Psikoloji Dergisi, 13(41), 19-33.
  • Genesee, F., Paradis, J. & Crago, M. B. (2004). Dual language development and disorders: A handbook on bilingualism and second language learning. Baltimore: Paul h. Brookes.
  • Geva, E., & Wade–Woolley, L. (1998). Component processes in becoming English Hebrew biliterate. In A. Y. Durgunoğlu & L. Verhoeven (Eds.), Literacy development in a multilingual context, (pp. 85–110). Mahwah, NJ: Erlbaum.
  • Geva, E., & Siegel, L. S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12, 1–31.
  • Goldstein, B. & McLeod, S. (2012). Typical and atypical multilingual speech acquisition. In S. McLeod and B.A. Goldstein (Eds.), Multilingual aspects of speech sound disorders in children (pp. 84-100). Bristol: Multilingual Matters.
  • Hakuta, K., & Diaz, R. M. (1985). The relationship between degree of bilingualism and cognitive ability: A critical discussion and some new longitudinal data. In K. E. Nelson (Ed.), Children’s language, (pp. 319–344). Hillsdale, NJ: Erlbaum.
  • Hambly, H., Wren, Y., McLeod, S. & Roulstone, S. (2013). The influence of bilingualism on speech production: A systematic review. International Journal of Language and Communication Disorders, 48(1), 1-24.
  • Karmiloff-Smith, A. (1997). Beyond modularity. Cambridge, MA: MIT Press.
  • Lafrance, A. & Gottardo, A. (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics, 26, 559-578.
  • Moll, L. C, & Diaz, S. (1985). Ethnographic pedagogy: Promoting effective bilingual instruction. In E. E. Garcia & R. V. Padilla (Eds.), Advances in bilingual education research, (pp. 127-149). Tucson: University of Arizona Press.
  • Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil (Ed.), Handbook of reading research (pp. 269-284). Mahwah, NJ: Erlbaum.
  • Reynolds, A. G. (1991). The cognitive consequences of bilingualism. In A. G. Reynolds (Ed.), Bilingualism, multiculturalism, and second language learning (pp. 145–182). Hillsdale, NJ: Erlbaum.
  • Sarıkaya, Y. (2011). İki yaşından once koklear implant olan 3-6 yaşları arasındaki çocuklarda konuşma algısı ile ortalama sözce uzunluğu arasındaki ilişkinin incelenmesi. Unpublished master’s thesis, Hacettepe University, Institute of Health Sciences.
  • Saville-Troike, M. (1984). What really matters in second language learning for academic achievement? TESOL Quarterly, 18, 199-219.
  • Slobin, D. I. & Bever, T. G. (1982). Children use canonical sentence schemas: A crosslinguistic study of word order and inflections. Cognition, 12, 229-265.
  • Verhoeven, L. (1994). Transfer in bilingual development. Language Learning, 44, 381-415.
  • Verhoeven, L. (2007). Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28, 425-439.
  • Wren, Y., Hambly, H., & Roulstne, S. (2012). A review of the impact of bilingualism on the development of phonemic awareness skills in children with typical speech development. Child Language Teaching and Therapy, 29(1), 11-25.
  • Yeung, S. S., & Chan, C. K. K. (2012). Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong. British Journal of Educational Psychology.
There are 34 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Görsev İNCEÇAY, Adem Soruç This is me

Publication Date June 1, 2013
Published in Issue Year 2013 Volume: 7 Issue: 2

Cite

APA Soruç, G. İ. A. (2013). THE ROLE OF ORAL LANGUAGE PROFICIENCY IN PHONOLOGICAL AWARENESS OF EARLY BILINGUALS. Novitas-ROYAL (Research on Youth and Language), 7(2).
AMA Soruç GİA. THE ROLE OF ORAL LANGUAGE PROFICIENCY IN PHONOLOGICAL AWARENESS OF EARLY BILINGUALS. Novitas-ROYAL (Research on Youth and Language). June 2013;7(2).
Chicago Soruç, Görsev İNCEÇAY, Adem. “THE ROLE OF ORAL LANGUAGE PROFICIENCY IN PHONOLOGICAL AWARENESS OF EARLY BILINGUALS”. Novitas-ROYAL (Research on Youth and Language) 7, no. 2 (June 2013).
EndNote Soruç GİA (June 1, 2013) THE ROLE OF ORAL LANGUAGE PROFICIENCY IN PHONOLOGICAL AWARENESS OF EARLY BILINGUALS. Novitas-ROYAL (Research on Youth and Language) 7 2
IEEE G. İ. A. Soruç, “THE ROLE OF ORAL LANGUAGE PROFICIENCY IN PHONOLOGICAL AWARENESS OF EARLY BILINGUALS”, Novitas-ROYAL (Research on Youth and Language), vol. 7, no. 2, 2013.
ISNAD Soruç, Görsev İNCEÇAY, Adem. “THE ROLE OF ORAL LANGUAGE PROFICIENCY IN PHONOLOGICAL AWARENESS OF EARLY BILINGUALS”. Novitas-ROYAL (Research on Youth and Language) 7/2 (June 2013).
JAMA Soruç GİA. THE ROLE OF ORAL LANGUAGE PROFICIENCY IN PHONOLOGICAL AWARENESS OF EARLY BILINGUALS. Novitas-ROYAL (Research on Youth and Language). 2013;7.
MLA Soruç, Görsev İNCEÇAY, Adem. “THE ROLE OF ORAL LANGUAGE PROFICIENCY IN PHONOLOGICAL AWARENESS OF EARLY BILINGUALS”. Novitas-ROYAL (Research on Youth and Language), vol. 7, no. 2, 2013.
Vancouver Soruç GİA. THE ROLE OF ORAL LANGUAGE PROFICIENCY IN PHONOLOGICAL AWARENESS OF EARLY BILINGUALS. Novitas-ROYAL (Research on Youth and Language). 2013;7(2).