Advantages of Bilinguals Over Monolinguals in Learning a Third Language
Dados Bibliográficos
| ID | 12752201 |
|---|---|
| Autores | Salim Abu Rabia (0000-0003-1035-5641, University of Haifa, autor correspondente), Ekaterina Sanitsky (University of Haifa) |
| Ano | 2010 |
| Volume | 33 |
| Fascículo | 2 |
| Páginas | 173-199 |
| Data de publicação | 2010-08-25 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Bilingual Research Journal (JOURNAL) |
| Identificadores do periódico | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2010.502797 |
| OpenAlex | W2089722833 |
| Idioma | EN |
| Citações recebidas | 32 |
| Referências citadas | 69 |
The present study is an examination of the contribution of bilingualism to trilingualism, namely the influence of learning two different orthographies on learning a third. The participants were two groups of sixth graders from Israeli schools who were studying English as a foreign (second or third) language: Russian Israeli children for whom Russian was their native language and Hebrew was their second language and a control group of native Hebrew speakers. The participants were administered cognitive and metacognitive linguistic tests: IQ, reading strategies, syntactic judgment, orthographic choice, orthographic knowledge, and phonological awareness tests. In addition, language knowledge tests were also given: Vocabulary, word reading, spelling, and reading comprehension. The MANOVA procedures indicated stronger English skills among the native Russian speakers than the native Hebrew speakers on almost all measures. However, both groups showed similar proficiency on the Hebrew measures. Our findings give more support to the notion that knowledge of several different orthographies enhances rather than diminishes L1 and L2 proficiency. The results are discussed in light of across-language transfer, the orthographic depth hypothesis, and the psycholinguistic grain-size theory
Arabic · Cognition · Cognitive psychology · First language · Foreign language · Hebrew · Linguistics · Mathematics education · Native-language instruction · Orthography · Phonological awareness · Phonology · Reading (process · Reading comprehension · Semitic languages · Spelling · Transfer of training · Turkish · Vocabulary · Vocabulary development · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Direct and indirect effects of multilingualism on novel language learning
Comprehension and Knowledge Components That Predict L2 Reading
Enhancing bilingual resources in third language acquisition
Bilingual advantages in foreign language learning
Neural correlates of cross-alphabetic interference and integration in the biliterate brain
Word learning in monolingual and bilingual children
Bilingual advantage in L3 vocabulary acquisition
Effects of bilingualism on foreign language learning during kindergarten years
Robust evidence for the simple view of second language reading
Learning and Processing Multiple Languages
Cognitive Retroactive Transfer of Language Skills From English as a Foreign Language to Hebrew as the First Language
An examination of differences in linguistic and meta-linguistic skills in English (FL) and Hebrew (L1)
The acquisition of English as a foreign language among different levels of learners with dyslexia
Grammatical gender-marking ability of multilingual children in French immersion
Do bilinguals perform better than monolinguals in foreign language vocabulary learning? A systematic review and meta-analysis
A study of literacy acquisition in English as a foreign language amongst native Hebrew and Arabic speaking pupils
Bilingual profiles and third language learning
Two-way immersion promotes additional language learning
How French speakers reflect on their language
Progressive practice and translanguaging
Cognitive Retroactive Transfer (CRT) of Language Skills Among Bilingual Arabic-English Readers
Cognitive retroactive transfer of metacognitive reading strategies from English (L3) into French (L2) among trilingual learners
A multilingual approach to analysing standardized test results
French second-language teacher candidates’ positions towards Allophone students and implications for inclusion
Maturational constraint or system preservation
The effect of bilingualism on foreign language learning
Exploring cross-linguistic transfer of phonology, morphology, syntax, and orthography from Arabic (L1) to English (FL)
A critical review of research relating to the learning, use and effects of additional and multiple languages in later life
The effect of explicit L3 syntactic awareness instruction on syntactic skills and reverse transfer to L2 and L1
Understanding Language Attrition through Orthography
L2 Reading Comprehension and Its Correlates
"Alienation and Educational "Third Space
Parsing Effects in Second Language Sentence Processing
Phonological recoding and self-teaching
Alphabetic and nonalphabetic L1 effects in English word identification
Bilingual education enhances third language acquisition
Chapter 4 The Reading Process is Different for Different Orthographies
Phenotypic performance profile of children with reading disabilities
Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages
Linguistic Interdependence and the Educational Development of Bilingual Children
Restructuring
Interpreting Relationships between L1 and L2 Reading
Implicit Cognition and Spelling Development
Phonological Processing Deficits as the Basis of a Reading Disability
A Review of L1 and L2/ESL Word Integration Skills and the Nature of L2/ESL Word Integration Development Involved in Lower‐Level Text Processing
The role played by metalinguistic awareness in second and third language learning
Morphological Aspects of Language Processing
Beginning to Read
Learning to Spell
Reading in a Foreign Language
Current Developments in Second Language Reading Research
Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency
The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition
Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children
Testing the Interdependence Hypothesis Among Native Adult Bilingual Russian-English Students
Cross-language transfer of phonological awareness
First Language Influences on Second Language Word Reading
Second versus Third Language Acquisition
Orthographic and Cognitive Factors in the Concurrent Development of Basic ReadingSkills in English and Persian
Schema Theory and Knowledge-Based Processes in Second Language Reading Comprehension
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages
The nature of phonological processing and its causal role in the acquisition of reading skills
Reading Proficiency and Orthography Evidence from Hebrew and English
Syntactic Processing by Skilled Bilinguals
| Obras citantes distintas | 32 |
|---|---|
| Citações por ano | 2,46 |
| Intervalo de citações | 2013 - 2026 (14) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 32 |