Reading in multilingual learners of Urdu (L1), English (L2) and Arabic (L3)

被引：4

作者：

Mirza, Amna ^{[1
]}

Gottardo, Alexandra ^{[1
]}

Chen, Xi ^{[2
]}

机构：

[1] Wilfrid Laurier Univ, Dept Psychol, 75 Univ Ave W, Waterloo, ON N2L 3C5, Canada

[2] OISE Univ Toronto, Toronto, ON, Canada

来源：

READING AND WRITING | 2017年 / 30卷 / 01期

关键词：

Second language acquisition; Multilingualism; Script similarities; Word reading; CROSS-LINGUISTIC TRANSFER; SPANISH-ENGLISH; LITERACY INSTRUCTION; LANGUAGE TRANSFER; CHINESE; VOCABULARY; SKILLS; KINDERGARTENERS; INTERDEPENDENCE; CHILDREN;

D O I：

10.1007/s11145-016-9669-1

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study examined the language and literacy skills and their relations to each other in multilingual children, who have a broad range of oral and written language proficiency in each language that they "know". Reading and vocabulary skills were tested in 50 Canadian children (ages 6-10 years) who were Urdu-English speakers, learning Arabic. Reading skills were related to within-language oral proficiency and across languages with similar and different orthographies. The results suggest the need for hybrid models of language acquisition that combine language-general and language-specific components. The results also are discussed in terms of the need to consider the language and literacy skills of multilingual individuals in current theories of language and literacy acquisition.

引用

页码：187 / 207

页数：21

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