The relationship between bilingual experience and the development of morphological and morpho-syntactic awareness: a cross-linguistic study of classroom discourse

Tae Jin Kim, Li Jen Kuo, Gloria Ramírez, Shuang Wu, Yu Min Ku, Sharon de Marin, Alexis Ball, Zohreh Eslami

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This study aims to examine the relationship between bilingual experience and children's development of morphological and morpho-syntactic awareness. To capture both universal and language-specific bilingual effects, the study included four groups of participants: English-speaking children from a general education programme, Spanish-speaking and English-speaking children from a Spanish–English dual-language programme, and Chinese-speaking children from a Chinese–English dual-language programme. Findings from the analyses of teacher talk and measures of morphological and morpho-syntactic awareness show that certain aspects of morphological awareness, such as the ability to decipher derived words, were likely to be affected by both instruction and cross-language transfer, while others, such as cognate awareness, appeared to develop through mere exposure to two languages despite the absence of explicit instruction. Furthermore, morpho-syntactic awareness was mostly enhanced through greater emphasis on explicit instruction of morpho-syntactic knowledge; such effect was moderated by the syntactic complexity of teacher talk. These findings suggest that instead of typological distances of the languages, a constellation of factors uniquely characterises bilingual classroom experiences. The linguistic complexity of teacher talk and instructional emphasis may influence children's development of morphological and morpho-syntactic awareness.

Original languageEnglish
Pages (from-to)332-354
Number of pages23
JournalLanguage Awareness
Volume24
Issue number4
DOIs
Publication statusPublished - 2 Oct 2015
Externally publishedYes

Fingerprint

linguistics
classroom
speaking
discourse
language
experience
instruction
teacher
general education
Syntax
Cross-linguistic Studies
Classroom Discourse
ability
Teacher Talk
Language
Group
Explicit Instruction
Dual Language Programme
Child Development

Keywords

  • Chinese–English dual-language programme
  • general education
  • morpho-syntactic awareness
  • morphological awareness
  • Spanish–English dual-language programme
  • teacher talk

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

The relationship between bilingual experience and the development of morphological and morpho-syntactic awareness : a cross-linguistic study of classroom discourse. / Kim, Tae Jin; Kuo, Li Jen; Ramírez, Gloria; Wu, Shuang; Ku, Yu Min; de Marin, Sharon; Ball, Alexis; Eslami, Zohreh.

In: Language Awareness, Vol. 24, No. 4, 02.10.2015, p. 332-354.

Research output: Contribution to journalArticle

Kim, Tae Jin ; Kuo, Li Jen ; Ramírez, Gloria ; Wu, Shuang ; Ku, Yu Min ; de Marin, Sharon ; Ball, Alexis ; Eslami, Zohreh. / The relationship between bilingual experience and the development of morphological and morpho-syntactic awareness : a cross-linguistic study of classroom discourse. In: Language Awareness. 2015 ; Vol. 24, No. 4. pp. 332-354.
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