Bilingual spelling patterns in middle school
It is more than transfer
Bibliographic Data
| ID | 20506345 |
|---|---|
| Authors | Ruth Huntley Bahr (0000-0002-7164-4685, University of South Florida, corresponding author), Elaine R Silliman (0000-0002-1143-8863, University of South Florida), Robin L Danzak (0000-0001-8937-6781, Sacred Heart University), Louise Cherry Wilkinson (0000-0003-3315-9918, Syracuse University) |
| Year | 2015 |
| Volume | 18 |
| Issue | 1 |
| Pages | 73-91 |
| Publication date | 2015-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Bilingual Education and Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0050 • E-ISSN: 1747-7522 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13670050.2013.878304 |
| OpenAlex | W1993341859 |
| Language | EN |
| Citations received | 16 |
| References cited | 24 |
This study examined the Spanish and English spelling patterns of bilingual adolescents, including the cross-linguistic effects of each language, by applying a fine-grained measure to the differences in spelling in naturalistic writing. Spelling errors were taken from narrative and expository writing samples provided by 20 Spanish–English bilingual adolescents (n = 160). Errors were coded by categories (phonological, orthographic, and morphological) and specific linguistic features affected and then analyzed by language and genre. Descriptive analyses noted similarities and differences among error patterns in both languages as well as language transfer (i.e., borrowings and code-switching). Statistical analyses revealed language differences in proportions of misspellings across linguistic categories. More fine-grained analyses indicated linguistic feature patterns that were shared across languages and unique to each language. Finally, borrowing, while infrequent, was noted more frequently in English compositions. This investigation appears to demonstrate that spelling, when approached as both a cognitive and linguistic activity, is complex since multiple knowledge systems must be coordinated. The use of triple word form theory to analyze misspellings in emerging bilingual writers suggests that discerning patterns of misspellings in each language provides more insight than does transfer alone into the extent that phonology, orthography, and morphology are becoming unified
Linguistics · Orthography · Phonology · Spelling · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Understanding the Spelling Errors of Spanish Heritage Language Learners
Developmental relations of Spanish and English spelling in emergent bilinguals between grade 1 and grade 3
Spanish‐Speaking Secondary Students Reading and Spelling in English as a Foreign Language
Spanish children spelling in English as a foreign language
English Spelling Performance in Writing Samples Among Spanish-Speaking ELLs
Turkish spelling errors by Turkish-Dutch bilingual children
On the influence of the first language on orthographic competences in German as a second language
Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography
Identifying the assets of emergent bilingual middle school students’ writing
What do classroom teachers of varying backgrounds know about English spelling
Default Grapheme and Language Transfer in the Spelling of /s/ in Spanish Heritage Language Learners
Concurrent predictors of spelling accuracy in secondary education in a semi-consistent orthography
Investigating spelling across typologically diverse orthographies
How can a fine-grained analysis of spelling errors inform our understanding of the development of spelling in EFL
Orthographic Depth and Spelling Development in Immersion Education
Orthographic Processing of Spanish as a Heritage Language in Gibraltar
The measure matters
The psycholinguistics of bilingualism
Possible explanations for children's literal interpretations of homonyms
Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites
Knowledge of Orthographic Features in Spanish Among Bilingual Children
The Spanish Developmental Contrastive Spelling Test
L2 Users and English Spelling
The English Spelling Strategies of Spanish-Speaking Bilingual Children
The Development of the English Developmental Contrastive Spelling Test
A Cognitive Theory of Orthographic Transitioning
| Unique citing works | 16 |
|---|---|
| Citations per year | 2 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |