Research Article
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Year 2020, Volume: 16 Issue: 1, 42 - 58, 29.03.2020
https://doi.org/10.17263/jlls.712638

Abstract

References

  • Aksu-Koç, A. (2005). Role of the home-context in the relations between narrative abilities and literacy practices. In D. Ravid & H. Bat-Zeev Shyldkrot (Eds.), Perspectives on language and language development (pp.257-274). Dordrecht: Kluwer. Berman, R., & Slobin, D. I. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum Associates Bialystok, E. (1998). Beyond binary options: Effects of two languages on the bilingual mind. http://www.thefreelibrary.com/Beyond+binary+options%3a+effects+of+two+languages+on+the+bilingual+mind.-a093027774. Bialystok, E. (2001). Bilingualism in development: Language, Literacy and Cognition. Cambridge University Press: Cambridge. Bialystok, E., & Martin, M. (2004). Attention and inhibition in bilingual children: evidence from the dimensional change card sorting task. Developmental Science, 7, 325–339. Bialystok, E., Craik, F.I.M., Grady, C., Chau, W., Ishii, R., Gunji, A., Pantev, C.(2005). Effect of bilingualism on cognitive control in the Simon task:evidence from MEG. Neuroimage, 24: 40-49. Bialystok, E. & Viswanathan, M. (2009). Components of executive control with advantages for bilingual children in two cultures. Cognition, 112, 494-500. Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12(01), 3-11. Björklund, S., & Mård-Miettinen, K. (2011). Integrating multiple languages in immersion: Swedish immersion in Finland. In Tedick, D. J., Christian, D., & Fortune, T. W. (Eds.). Immersion education: Practices, policies, possibilities (Vol. 83). Multilingual Matters. (pp. 13-35). Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11,282–298. Cook, V. (2003). Effects of second language on first. Great Britain: Cronwell Press Ltd. Cummins, J. (2001): "Bilingual children’s mother tongue: Why is it important for education." Sprogforum 19 15-20. De Houwer, A. (1995). Bilingual language acquisition. In (Eds.) Fletcher, P. & MacWhinner, B. Handbook of child language. London: Basil Blackwell. Duibhir, Ó. P. (2011).‘I thought that we had good Irish’: Irish immersion students’ insights into their target language use. In Tedick, D. J., Christian, D., & Fortune, T. W. (Eds.). Immersion education: Practices, policies, possibilities (Vol. 83). Multilingual Matters. (pp 145-165). Fillmore, L. W. (1991). When learning a second language means losing the first. Early childhood research quarterly, 6(3), 323-346. Genesee, F., Nicoladis, N. & Paradis, J. (1995). Language differentiation in early bilingual development. Journal of Child Language, 22, 611-631. Green, D. W. (1998). Mental control of the bilingual lexico-semantic system. Bilingualism: Language and Cognition, 1, 67–81. Hoare, P. (2011). Context and constraints: Immersion in Hong Kong and mainland China. Immersion education. Practices, policies, possibilities. 211-230, Ontario, Multilingual Matters. Hoff, E. (2003). The specificity of environmental influence: Ses affects early vocabulary development via maternal speech. Child Development, 74 (5), 1368-1378. Ioup, G., Boustagui, E., El Tigi, M., & Moselle, M. (1994). Reexamining the critical period hypothesis: A case study of successful adult SLA in a naturalistic environment. Studies in Second Language Acquisition, 16, 73–98 Kochanska, G., Murray, K., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36, 220–232 Kohnert, K. J, & Bates, E. (1999). Balancing bilinguals: Lexical-semantic production and cognitive processing in children learning Spanish and English. Journal of Speech Language and Hearing Research; 42: 1400-1413. Long, M. (2000). Focus on form in task-based language teaching. In R. D. Lambert & E. Shohamy (Eds.), Language policy and pedagogy: Essays in honor of A. Ronald Walton (pp. 179–192). Philadelphia: Benjamins. Meisel, J. (1989). Early differentiation of languages in bilingual children. In Hyltenstam, K. & Obler (Eds.), Bilingualism across the lifespan. Cambridge, England: C.U.P. Meisel, J. M. (2004). The bilingual child. In T. K. Bhatia & W. C. Ritchie (Eds.), The handbook of bilingualism (pp. 91–113). Oxford: Blackwell Amsterdam: Benjamins. Meisel, J.M. (2007). The weaker language in early child bilingualism: Acquiring a first language as a second language?, Applied Psycholinguistics, 28, 495-514. Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A.H. & Howertet, A. (2000). The unity and diversity of executive functions and their contributions to complex ‘frontal lobe’ tasks: a latent variable analysis. Cognitive Psychology. 41, 49–100. Nicolopoulou, A. (2009). The horse and bunny story. Picture sequence stories to be used in the development of MB-CDI III. Pearson, B.Z., Fernandez, S.C., Lewedeg, V., Oller, D.K. (1993). The relation of input factors to lexical learning by bilingual infants, Applied Psycholinguistics, 18(1), 41-58. Pearson, B. Z. (2009). Children with two languages. In E. Bavin (Ed.), Handbook of child language. Cambridge: Cambridge University Press. Poulin-Dubois, D., Blaye, A., Coutya, J., & Bialystok, E. (2011). The effects of bilingualism on toddlers’ executive functioning. Journal of Experimental Child Psychology, 108, 567-579. Skutnabb-Kangas, T. (1981). Bilingualism or not: The education of minorities. Clevedon, England: Multilingual Matters. Stein, N. & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In R. D. Freedle (Ed.), Advances in discourse processes: Vol. 2. New directions in discourse processing (pp. 53-119). Norwood, NJ: Albex. Topbaş, S., Güven, S. (2011), Türkçe Erken Dil Gelişimi Testi (TEDİL), Ankara: Detay Yayıncılık. van Heuven, W.J.B., Dijkstra, T. and Grainger, J. (1998) Orthographic neighborhood effects in bilingual word production. Journal of Memory and Language 39, 458-483. Ventureyra, V. A., Pallier, C., & Yoo, H. Y. (2004). The loss of first language phonetic perception in adopted Koreans. Journal of Neurolinguistics, 17(1), 79-91. White, L. & Genesee, F. (1996) How native is near-native? The issue of ultimate attainment in adult second language acquisition. Second Language Research, 12:233–265. Zelazo, P.D., Carter A, Reznick J.S., Frye, D. (1997). Early development of executive function: A problem-solving framework. Review of General Psychology 1: 1–29. Zelazo, P., & Frye, D. (1998). Cognitive complexity and control: II. The development of executive function in childhood. Current Directions in Psychological Science, 7, 121–125.

Longitudinal effects of second language on first language narrative skills and executive functions of preschool children

Year 2020, Volume: 16 Issue: 1, 42 - 58, 29.03.2020
https://doi.org/10.17263/jlls.712638

Abstract

The present study investigated the longitudinal effects of early exposure to L2-English on L1-Turkish language competence, narrative skills and executive functioning. We asked whether early immersion-like exposure to L2, starting around 3 years of age, would have reflections on L1 competence, L1 narrative skills and gains in cognitive flexibility. Thirty 4-year-olds attending two types of preschools participated in the study: L1-preschools (N=12) with Turkish instruction and L2-preschools (N=18) where children were exposed only to English (6 hrs) throughout the day. Children were initially tested at time 1 (T1) at age 4 and at time 2 (T2), a year later when they were 5. At T1, results revealed that children attending L2-preschools displayed no differences in executive functions performance compared to children in L1-preschools. Likewise, there were no differences for L1 competence as well as L1 narrative skills. At T2, however, for L1 narrative skills, children attending L1-preschools displayed significantly higher performance compared to peers in L2-preschools. For executive functioning again there were no differences between the participants. The differences in narrative competence at T2 might indicate that children in L2-preschools lack sufficient input in story telling in L1 to support narrative competence. For future consideration how literacy acquisition would interact with the effects of L2 exposure should also be investigated.

References

  • Aksu-Koç, A. (2005). Role of the home-context in the relations between narrative abilities and literacy practices. In D. Ravid & H. Bat-Zeev Shyldkrot (Eds.), Perspectives on language and language development (pp.257-274). Dordrecht: Kluwer. Berman, R., & Slobin, D. I. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum Associates Bialystok, E. (1998). Beyond binary options: Effects of two languages on the bilingual mind. http://www.thefreelibrary.com/Beyond+binary+options%3a+effects+of+two+languages+on+the+bilingual+mind.-a093027774. Bialystok, E. (2001). Bilingualism in development: Language, Literacy and Cognition. Cambridge University Press: Cambridge. Bialystok, E., & Martin, M. (2004). Attention and inhibition in bilingual children: evidence from the dimensional change card sorting task. Developmental Science, 7, 325–339. Bialystok, E., Craik, F.I.M., Grady, C., Chau, W., Ishii, R., Gunji, A., Pantev, C.(2005). Effect of bilingualism on cognitive control in the Simon task:evidence from MEG. Neuroimage, 24: 40-49. Bialystok, E. & Viswanathan, M. (2009). Components of executive control with advantages for bilingual children in two cultures. Cognition, 112, 494-500. Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12(01), 3-11. Björklund, S., & Mård-Miettinen, K. (2011). Integrating multiple languages in immersion: Swedish immersion in Finland. In Tedick, D. J., Christian, D., & Fortune, T. W. (Eds.). Immersion education: Practices, policies, possibilities (Vol. 83). Multilingual Matters. (pp. 13-35). Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11,282–298. Cook, V. (2003). Effects of second language on first. Great Britain: Cronwell Press Ltd. Cummins, J. (2001): "Bilingual children’s mother tongue: Why is it important for education." Sprogforum 19 15-20. De Houwer, A. (1995). Bilingual language acquisition. In (Eds.) Fletcher, P. & MacWhinner, B. Handbook of child language. London: Basil Blackwell. Duibhir, Ó. P. (2011).‘I thought that we had good Irish’: Irish immersion students’ insights into their target language use. In Tedick, D. J., Christian, D., & Fortune, T. W. (Eds.). Immersion education: Practices, policies, possibilities (Vol. 83). Multilingual Matters. (pp 145-165). Fillmore, L. W. (1991). When learning a second language means losing the first. Early childhood research quarterly, 6(3), 323-346. Genesee, F., Nicoladis, N. & Paradis, J. (1995). Language differentiation in early bilingual development. Journal of Child Language, 22, 611-631. Green, D. W. (1998). Mental control of the bilingual lexico-semantic system. Bilingualism: Language and Cognition, 1, 67–81. Hoare, P. (2011). Context and constraints: Immersion in Hong Kong and mainland China. Immersion education. Practices, policies, possibilities. 211-230, Ontario, Multilingual Matters. Hoff, E. (2003). The specificity of environmental influence: Ses affects early vocabulary development via maternal speech. Child Development, 74 (5), 1368-1378. Ioup, G., Boustagui, E., El Tigi, M., & Moselle, M. (1994). Reexamining the critical period hypothesis: A case study of successful adult SLA in a naturalistic environment. Studies in Second Language Acquisition, 16, 73–98 Kochanska, G., Murray, K., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36, 220–232 Kohnert, K. J, & Bates, E. (1999). Balancing bilinguals: Lexical-semantic production and cognitive processing in children learning Spanish and English. Journal of Speech Language and Hearing Research; 42: 1400-1413. Long, M. (2000). Focus on form in task-based language teaching. In R. D. Lambert & E. Shohamy (Eds.), Language policy and pedagogy: Essays in honor of A. Ronald Walton (pp. 179–192). Philadelphia: Benjamins. Meisel, J. (1989). Early differentiation of languages in bilingual children. In Hyltenstam, K. & Obler (Eds.), Bilingualism across the lifespan. Cambridge, England: C.U.P. Meisel, J. M. (2004). The bilingual child. In T. K. Bhatia & W. C. Ritchie (Eds.), The handbook of bilingualism (pp. 91–113). Oxford: Blackwell Amsterdam: Benjamins. Meisel, J.M. (2007). The weaker language in early child bilingualism: Acquiring a first language as a second language?, Applied Psycholinguistics, 28, 495-514. Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A.H. & Howertet, A. (2000). The unity and diversity of executive functions and their contributions to complex ‘frontal lobe’ tasks: a latent variable analysis. Cognitive Psychology. 41, 49–100. Nicolopoulou, A. (2009). The horse and bunny story. Picture sequence stories to be used in the development of MB-CDI III. Pearson, B.Z., Fernandez, S.C., Lewedeg, V., Oller, D.K. (1993). The relation of input factors to lexical learning by bilingual infants, Applied Psycholinguistics, 18(1), 41-58. Pearson, B. Z. (2009). Children with two languages. In E. Bavin (Ed.), Handbook of child language. Cambridge: Cambridge University Press. Poulin-Dubois, D., Blaye, A., Coutya, J., & Bialystok, E. (2011). The effects of bilingualism on toddlers’ executive functioning. Journal of Experimental Child Psychology, 108, 567-579. Skutnabb-Kangas, T. (1981). Bilingualism or not: The education of minorities. Clevedon, England: Multilingual Matters. Stein, N. & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In R. D. Freedle (Ed.), Advances in discourse processes: Vol. 2. New directions in discourse processing (pp. 53-119). Norwood, NJ: Albex. Topbaş, S., Güven, S. (2011), Türkçe Erken Dil Gelişimi Testi (TEDİL), Ankara: Detay Yayıncılık. van Heuven, W.J.B., Dijkstra, T. and Grainger, J. (1998) Orthographic neighborhood effects in bilingual word production. Journal of Memory and Language 39, 458-483. Ventureyra, V. A., Pallier, C., & Yoo, H. Y. (2004). The loss of first language phonetic perception in adopted Koreans. Journal of Neurolinguistics, 17(1), 79-91. White, L. & Genesee, F. (1996) How native is near-native? The issue of ultimate attainment in adult second language acquisition. Second Language Research, 12:233–265. Zelazo, P.D., Carter A, Reznick J.S., Frye, D. (1997). Early development of executive function: A problem-solving framework. Review of General Psychology 1: 1–29. Zelazo, P., & Frye, D. (1998). Cognitive complexity and control: II. The development of executive function in childhood. Current Directions in Psychological Science, 7, 121–125.
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Primary Language English
Journal Section Research Article
Authors

Aslı Aktan Erciyes This is me

Publication Date March 29, 2020
Published in Issue Year 2020 Volume: 16 Issue: 1

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APA Aktan Erciyes, A. (2020). Longitudinal effects of second language on first language narrative skills and executive functions of preschool children. Journal of Language and Linguistic Studies, 16(1), 42-58. https://doi.org/10.17263/jlls.712638
AMA Aktan Erciyes A. Longitudinal effects of second language on first language narrative skills and executive functions of preschool children. Journal of Language and Linguistic Studies. March 2020;16(1):42-58. doi:10.17263/jlls.712638
Chicago Aktan Erciyes, Aslı. “Longitudinal Effects of Second Language on First Language Narrative Skills and Executive Functions of Preschool Children”. Journal of Language and Linguistic Studies 16, no. 1 (March 2020): 42-58. https://doi.org/10.17263/jlls.712638.
EndNote Aktan Erciyes A (March 1, 2020) Longitudinal effects of second language on first language narrative skills and executive functions of preschool children. Journal of Language and Linguistic Studies 16 1 42–58.
IEEE A. Aktan Erciyes, “Longitudinal effects of second language on first language narrative skills and executive functions of preschool children”, Journal of Language and Linguistic Studies, vol. 16, no. 1, pp. 42–58, 2020, doi: 10.17263/jlls.712638.
ISNAD Aktan Erciyes, Aslı. “Longitudinal Effects of Second Language on First Language Narrative Skills and Executive Functions of Preschool Children”. Journal of Language and Linguistic Studies 16/1 (March 2020), 42-58. https://doi.org/10.17263/jlls.712638.
JAMA Aktan Erciyes A. Longitudinal effects of second language on first language narrative skills and executive functions of preschool children. Journal of Language and Linguistic Studies. 2020;16:42–58.
MLA Aktan Erciyes, Aslı. “Longitudinal Effects of Second Language on First Language Narrative Skills and Executive Functions of Preschool Children”. Journal of Language and Linguistic Studies, vol. 16, no. 1, 2020, pp. 42-58, doi:10.17263/jlls.712638.
Vancouver Aktan Erciyes A. Longitudinal effects of second language on first language narrative skills and executive functions of preschool children. Journal of Language and Linguistic Studies. 2020;16(1):42-58.