共查询到20条相似文献，搜索用时 687 毫秒
1.
对于儿童第二语言习得的关键期学术界尚未有定论,一般认为2岁至青春期前后特别是学前阶段是儿童学习第二语言的最佳时机。随着脑科学的发展以及对儿童认知发展规律的进一步认识,越来越多的实验研究表明在儿童早期阶段学习两种语言存在着明显的优势,更有利于儿童的语言、认知、智力、心理能力等方面的发展。在实施双语教育的地区,第二语言学习与双语教育要抓住最佳时机,家庭环境要尽早支持幼儿自然习得双语,正规学校系统要在学前阶段尽早开展双语教育。 相似文献
2.
Laura-Ann Petitto 《Mind, Brain, and Education》2009,3(4):185-197
We discuss the fruits of educational neuroscience research from our laboratory and show how the typical maturational timing milestones in bilingual language acquisition provide educators with a tool for differentiating a bilingual child experiencing language and reading delay versus deviance. Further, early schooling in two languages simultaneously affords young bilingual children a reading advantage and may also ameliorate the negative effect of low socioeconomic status on literacy. Using powerful brain imaging technology, functional Near Infrared Spectroscopy, we provide a first-time look into the developing brains of bilingual as comapred to monolingual children. We show unequivocally that the age of first bilingual exposure is a vital predictor of bilingual language and reading mastery. Accounts that promote later dual language and reading instruction, or those that assert human brain development is unrelated to bilingual language mastery, are not supported by the present findings. We discuss the implications for education, teachers, and developmental brain sciences. 相似文献
3.
The present study investigated the development of linguistic awareness in children exposed to the early learning of a second language in Grades 3–5 of primary school, i.e. between the ages of 8 and 10. The aim was to determine whether this bilingual experience enhanced the development of phonological awareness in beginning readers in a bilingual French-regional language school programme compared with a population of monolingual children receiving traditional education. More specifically, in light of research promoting the hypothesis of a “bilingual advantage”, we set out to determine exactly how long children need to be exposed to a second language before bilingualism starts to influence the development of their phonological awareness. Tasks designed to assess phonological awareness were administered to more than a hundred children. Results suggest that children who have undergone a bilingual school programme display a more highly developed phonological awareness than their monolingual peers from age 9 onwards, i.e. in Grade 4. These results are discussed in the light of ongoing research on bilingualism, bilingual education and threshold theory. 相似文献
4.
Existing research on the impact of bilingualism on metalinguistic development has concentrated on the development of phonological awareness. The present study extended the scope of existing research by focusing on morphological awareness, an aspect of metalinguistic awareness that becomes increasingly important beyond the initial phase of literacy development. Participants included three groups of fourth-grader children from the same school with comparable SES and non-verbal IQ: (a) monolingual English-speaking children from a general education programme, (b) Spanish-speaking children from a Spanish–English dual-language programme and (c) English-speaking children from the same Spanish–English dual-language programme. Researcher-developed measures of vocabulary and morphological awareness were administered. Results suggested that bilingual education can have a positive impact on the development of morphological awareness through cross-language transfer as well as increased sensitivity to structural language features. The findings contribute to a growing body of research on how bilingual experience may shape children’s metalinguistic development. 相似文献
5.
Steven S. Martinez 《Studies in Educational Evaluation》1982,8(3):291-297
In 1976, Head Start introduced a “Strategy for Spanish-Speaking Children.” The strategy provided support in four areas of activity, which included: (1) Basic and applied research on the developmental progress of Spanish-speaking children; (2) Regional Resource Centers intended to provide access to bilingual/bicultural materials and assistance in their implementation; (3) Head Start staff training; and (4) Curriculum model development in two languages, permitting individualized instruction in either language, and incorporating multicultural resources that facilitate cognitive and social growth.The most significant outcome of the strategy for the Spanish-speaking has been the curriculum development effort and its accompanying evaluation. The remainder of this paper will describe the curriculum development effort, th evaluation results, and some policy implications for national efforts in bilingual education. 相似文献
6.
双语语音发展研究显示双语儿童的语音发展明显异于单语儿童。若把双语儿童的语音发展跟单语儿童作比较,双语儿童极有可能被低估或错误评估。本研究采用标准化语音测试,探讨语言背景对双语(广东话及普通话)儿童语音发展的影响。本文记录及比较两名不同背景的三岁半双语儿童的语音发展,亦同时把该两名儿童的语言表现与单语儿童作比较。结果显示不同语言背景的双语儿童有不同的语音表现,跟单语儿童的语音发展亦不相同。本文提出测试双语儿童语音发展的建议。 相似文献
7.
Abdul&#x;Hayee Murshad 《Literacy》2002,36(3):106-112
This article is based on a number of observations of bilingual children in an East London primary school, and some work carried out for a doctoral study. The article explores children’s views and perspectives on their use of first and second languages at home and at school. The kernel of the investigation is that language use is dependent on purpose. Bilingual children’s use of their first and second language depends on which language best serves a particular function. Often children who speak two or more languages on a regular basis combine these to create a new language. Schools therefore need to review their language policies and practices in relation to their pupil intake, taking into account the contribution of bilingual experience to children’s overall linguistic development. Teachers also need to understand parents’ views on their children’s language and literacy education. These issues are of vital importance if schools are to provide an inclusive curriculum. 相似文献
8.
This article discusses two investigations which explored the bilingual language development outcomes of comparable groups of low-income, Spanish-speaking, Mexican American children who either did or did not attended a bilingual (Spanish/English) preschool. Study 1 is a replication of a study by Rodríguez, Díaz, Duran, and Espinosa, involving a new sample of 26 children who attended bilingual preschool for one year and 20 control children who remained at home. Study 2 represents a 1-year, longitudinal follow-up of Rodríguez et al.'s, sample of children during and after the children spent another year at home or in the preschool. In both investigations, standardized, objective measures of three components of children's language proficiency (productive language, receptive language, and language complexity) in English and Spanish were obtained at the beginning and end of the academic year. Contrary to fears that have been expressed by some that early exposure to English would lead to children's native language loss, the results of both studies offered no evidence of Spanish proficiency loss for children attending bilingual preschool. Children who attended bilingual preschool, compared to those who remained at home, showed significant and parallel gains in Spanish language development as well as significant and greater increases in English language proficiency over time. Results are discussed in terms of the need for more systematic research to be conducted in this area to inform policy and practice in the early education and development of language-minority children. 相似文献
9.
Bilingual education programs implicitly assume that the acquired knowledge is represented in a language-independent way. This assumption, however, stands in strong contrast to research findings showing that information may be represented in a way closely tied to the specific language of instruction and learning. The present study aims to examine whether and to which extent cognitive costs appear during arithmetic learning when language of instruction and language of retrieving differ. Thirty-nine high school students participating in a bilingual education program underwent a four-day training on multiplication and subtraction problems in one language (German or French), followed by a test session in which they had to solve trained as well as untrained problems in both languages. We found that cognitive costs related to language switching appeared for both arithmetic operations. Implications of our findings are discussed with respect to bilingual education as well as to cognitive mechanisms underlying different arithmetic operations. 相似文献
10.
Sara Michael-Luna 《Early Childhood Education Journal》2013,41(6):447-455
While the population of bilinguals and English learners continues to rise in our schools, teachers often feel frustrated with their lack of knowledge about best practices to support their multilingual students’ language, socio-emotional and cognitive development. Teachers’ frustration is compounded by the push for assessments in the early years. The aim of this 24-month ethnographic case study is to explore what information linguistically diverse families hold about their bilingual children’s language development and use, and how this information can help teachers (1) understand formal and informal assessment data, and (2) create linguistically appropriate support for young bilinguals and their families. The research was drawn from an ethnographic case study of a dual language (Italian-English) preschool in a major metropolitan area. The private dual language preschool provided education for ages 2.8 years to 6 years of age. The families who participated in this study were primarily immigrants, bilingual and middle class. 相似文献
11.
Ellen Bialystok 《Child development》1999,70(3):636-644
In the analysis and control framework, Bialystok identifies analysis (representation) and control (selective attention) as components of language processing and has shown that one of these, control, develops earlier in bilingual children than in comparable monolinguals. In the theory of cognitive complexity and control (CCC), Zelazo and Frye argue that preschool children lack the conscious representation and executive functioning needed to solve problems based on conflicting rules. The present study investigates whether the bilingual advantage in control can be found in a nonverbal task, the dimensional change card sort, used by Zelazo and Frye to assess CCC. This problem contains misleading information characteristic of high-control tasks but minimal demands for analysis. Sixty preschool children, half of whom were bilingual, were divided into a group of younger ( M = 4,2) and older ( M = 5,5) children. All the children were given a test of English proficiency (PPVT-R) and working memory (Visually-Cued Recall Task) to assure comparability of the groups and then administered the dimensional change card sort task and the moving word task. The bilingual children were more advanced than the monolinguals in the solving of experimental problems requiring high levels of control. These results demonstrate the role of attentional control in both these tasks, extends our knowledge about the cognitive development of bilingual children, and provides a means of relating developmental proposals articulated in two different theoretical frameworks, namely, CCC and analysis-control. 相似文献
12.
Bilingual German fourth‐graders are expected to develop greater linguistic awareness than monolingual children and therefore should habitually apply different text‐processing strategies compared with German monolingual fourth‐graders when comprehending and recalling a text. Bilingual children are expected to process texts from the bottom up, from the text base to the gist, whereas monolingual children should engage in top‐down processing, which is indicated, for example, by more text intrusions and inferences. This research attempts to clarify whether bilinguals show this shift in direction of processing when they process cross‐linguistic versus mono‐linguistic texts. The results of Experiment 1 supported our main hypothesis. Monolingual German fourth‐graders had more intrusions than same‐aged German–English (L1–L2) bilingual children. In Experiment 2, nearly balanced German–English and German‐dominant children were tested separately in within‐language free recall in both languages and in across‐language text recall. For nearly balanced bilingual children, within‐ and cross‐language recall was equally efficient in both languages but not for German‐dominant bilingual children – in their recall, more intrusions appeared in their L2 recall. Top‐down processing seems to increase when it is in the weaker language. Engaging in bottom‐up processing apparently is associated with cognitive functioning in L1. 相似文献
13.
Mila Schwartz 《Reading and writing》2014,27(4):709-732
The aim of this exploratory study was to examine the role of the First Language First model for preschool bilingual education in the development of vocabulary depth. The languages studied were Russian (L1) and Hebrew (L2) among bilingual children aged 4–5 years in Israel. According to this model, the children’s first language of educational instruction (up to age three) is the language to which they are exposed at home. Their second language—the dominant language of the country that is spoken by the majority of the population—is acquired sequentially, after relative maturity in the first language. Fifty-one Russian/Hebrew-speaking bilinguals (around age four) were selected from bilingual (Russian/Hebrew) preschools, which used the First Language First approach, and monolingual (Hebrew) preschools. The research was designed as a longitudinal study, as the children’s vocabulary was measured at two time-points—near the beginning and the end of the academic year. The children’s vocabulary was measured in both languages by examining its depth dimensions (paradigmatic semantic relations and syntagmatic semantic relations). The results demonstrated that the later immersion in L2 and continuing development of L1 within the First Language First model does not results in retardation in development of bilingual children in L2 in comparison to their bilingual peers from the monolingual (Hebrew) preschools. In addition, this model of early bilingual development enhances the linguistic interdependence of depth of vocabulary knowledge, and, therefore, supports balanced bilingual development. 相似文献
14.
Attentional Processes in Low‐Socioeconomic Status Bilingual Children: Are They Modulated by the Amount of Bilingual Experience? 
下载免费PDF全文
下载免费PDF全文 Recent research indicates that bilingual children are more proficient in resolving cognitive conflict than monolinguals. However, the replicability of such findings has been questioned, with poor control of participants' socioeconomic status (SES) as a possible confounding factor. Two experiments are reported here, in which the main attentional functions and pragmatic ability of 54 bilingual and 56 monolingual low‐SES children were assessed (Experiment 1: 6‐ to 12‐year‐olds; Experiment 2: 6‐ to 8‐year‐olds). A language‐switching task was also employed, to measure bilingual proficiency. Overall, the monolingual and bilingual groups did not differ significantly in any of the tasks employed, although the ability to resolve conflict was related to children's level of bilingual experience. 相似文献
15.
This study examined and compared levels of phonological awareness in monolingual and bilingual English and Greek five‐year‐olds. Sixty‐eight children from Britain and Cyprus, matched on the basis of age, gender, non‐verbal and verbal IQ, were assigned to four groups: two bilingual (English‐Greek, Greek‐English) and two monolingual (English, Greek). Performance of the four groups on a set of six phonological tasks was compared. Bilingual children were given both English and Greek versions of the tasks; monolingual children were given the phonological tasks in their mother tongue only. Given the results of previous research, it was predicted that bilingual children would show higher levels of phonological awareness than monolingual. The children tested in Britain were already being taught to read in school, whereas those tested in Cyprus were not. On the basis of previous research, it was further predicted that there would also be effects of learning to read in an alphabetic language, such that the bilingual children tested in Britain would show higher levels of phonological awareness at the level of the phoneme than their counterparts tested in Cyprus. Results showed that the bilingual English‐Greek children significantly outperformed the monolingual English children, but this pattern was not replicated in the bilingual Greek‐English/monolingual Greek comparisons. This difference is discussed in terms of the bilingual enhancement effect, which, according to the present data, seems to occur only when bilingual children are exposed to a second language that is phonologically simpler than their first language. Results also showed that English‐Greek bilingual children performed significantly better than Greek‐English bilinguals, especially on tasks requiring phoneme awareness. This accords well with suggestions that learning to read in an alphabetic language promotes this level of phonological awareness. 相似文献
16.
本研究以新疆学前双语幼儿园384名维吾尔族儿童为研究对象,通过国际通用儿童语言研究工具和汉语语料库研究方法,探讨新疆学前双语教育情境中民族儿童的汉语发展现状。研究发现了学前民族儿童汉语学习呈现不断递升的发展图景,在汉语理解性语义和表达性语义、叙事语言和学业语言,以及汉语平均语句长度等方面逐渐发展的态势,报告了学前民族儿童汉语入学准备的良好前景;根据学前民族儿童汉语语言学习与发展规律,对新疆学前双语教育提出了整合有序的教育模式的建议;同时针对学前民族儿童与汉语为母语儿童之间的汉语语义发展差距,建议新疆学前双语教育重视引入早期阅读理念和图画书资源,为民族儿童的汉语学习构建高质量的语言输入过程。 相似文献
17.
There is little research in the developing countries of South East Asia on the effectiveness of bilingual education programmes that use first language instruction for ethnic minority children. This study investigated the effectiveness of a bilingual education programme involving ethnic minority children in Cambodia by comparing their performance in mathematics, Khmer literacy and oral Khmer to their ethnic minority peers whose education is in the national language only. The findings show that students in the bilingual schools performed better in mathematics than their peers in the monolingual schools, but the differences in Khmer literacy and oral Khmer test scores were statistically insignificant. The study suggests that bilingual education using first language instruction could benefit academic development among ethnic minority students in Cambodia, at least in terms of mathematics achievement. 相似文献
18.
Behavioral studies on bilingual learning have revealed cognitive costs (lower accuracy and/or higher processing time) when the language of application differs from the language of learning. The aim of this functional magnetic resonance imaging (fMRI) study was to provide insights into the cognitive underpinnings of these costs (so‐called language‐switching costs) in mathematics. Twenty‐nine bilingual adults underwent a 4‐day arithmetic training in one language, followed by an fMRI test session in which they had to solve the trained problems in both languages. Language‐switching costs were accompanied by increased activation in areas associated with magnitude processing (intraparietal sulcus), visuo‐spatial imagery (precuneus), numerical stimulus recognition (fusiform gyrus) and executive functions (frontal areas). These findings suggest that language‐switching costs in arithmetic are due to additional numerical information processing. Bilingual education programs need to take these findings into account to reduce language‐switching costs in order to fully exploit the potential of bilingual learning. 相似文献
19.
调查研究民族地区的双语教学成效,针对性地研究和解决民族双语教学中存在的主要问题,对于进一步深化民族教育改革和有效推进双语教学都具有十分重要的意义。通过调查新疆疏勒县双语教学的现状,发现民族地区双语教学在贯彻落实国家的语言文字和双语教学政策法律法规、探索双语教学模式、双语课程和教材开发、双语师资培训等方面成效显著,与此同时,疏勒县的双语教学在政策落实的细化、双语教学模式的推广、课程教材的深度开发、双语教师的专业化发展等方面还存在着一定的问题,为此提出了相关的建议。 相似文献
20.
Katrien Mondt Esli Struys Maurits Van den Noort Danielle Balériaux Thierry Metens Philippe Paquier Piet Van de Craen Peggy Bosch Vincent Denolin 《Mind, Brain, and Education》2011,5(2):79-88
Many children in bilingual regions follow lessons in a language at school (school‐language) that they hardly ever speak at home or in other informal settings. What are the neural effects of this phenomenon? This functional magnetic resonance imaging (fMRI) study investigates the effects of using school‐language on brain activity during a high cognitive task in two groups of French/Dutch bilingual children. Participants were asked to assess the correctness of 3‐operand (e.g., 5 ? 2 = 3) and 4‐operand (e.g., 3 ? 2 = 1 + 4) equations, respectively. Instructions about the task were given either in the children's school‐language or in another language that they only used at home. It was found that although both groups recruited a visuomotor occipitofrontal network in the left hemisphere, the children who performed the task in their school‐language showed less activation than the children who did not, indicating the importance of language of instruction for bilingual children's arithmetic processing. 相似文献