Representation of sublexical structure of the word among bilingual and monolingual kindergartners
Is there an influence of L1 oral language structure?
Early spelling development is an important area of research as it presents an opportunity for our understanding of
how children begin to represent sounds within words through application of letter-sound mapping. The development of spelling is
often characterized by stage-like theories, although it has been suggested that children may draw on different patterns of
representations (Integration of Multiple Patterns). This study examined early spelling acquisition among
monolingual English-speaking and ELL kindergartners with Spanish as L1. ELLs receive all academic instruction, including written
language, in English (L2) while continuously using oral L1 for all other communications. As languages differ in their linguistic
and structural composition, our aim was to identify possible influences of oral L1 on spelling abilities in L2. We were
particularly interested in representation of sublexical units within the words, as English and Spanish differ in their
intrasyllabic awareness. Our results showed expected differences in psycholinguistic profiles of language groups as well as
differences in allocation of resources in spelling attempts. While there were no statistically significant differences in
representation of sublexical units between language groups, there were notable differences in percentage of correct responses
pointing to language specific influences. These findings support the Dual System Model of phonological
representations development among bilingual individual and suggests that in the early stages of spelling acquisition in L2, L1
Spanish kindergartners are still influenced by their native language although they use it in their oral modality only.
Article outline
- 1.Background
- 2.Structural differences between English and Spanish
- 2.1Sound system
- 2.2Syllabic structure
- 2.3Present study
- 3.Methods
- 3.1Participants
- 3.2Procedures and assessment
- 3.3Tests administered
- Vocabulary
- Phonological awareness
- Alphabet knowledge
- Phonological memory
- Reading skills
- Invented Spelling
- 4.Results
- 4.1Associations between reading precursors and spelling outcomes
- 4.2The role of native language in the representation of sublexical units
- 5.Discussion
- 5.1The role of alphabet knowledge in early spelling
- 5.2Differences in representations of sublexical units
- 5.3Use of consonant clusters
- 6.Conclusions
- Notes
-
References