Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals
Bibliographic Data
| ID | 20506458 |
|---|---|
| Authors | Jonathan J D Robinson Anthony (0000-0002-4417-8543, SDSU/UCSD JDP in Language & Communicative Disorders, San Diego State University, San Diego, CA, USA, corresponding author), Henrike K Blumenfeld (0000-0002-0538-5339, San Diego State University), Irina Potapova (0000-0003-1793-9121, San Diego State University), Sonja L Pruitt-Lord (San Diego State University), Sonja Pruitt-Lord (San Diego State University) |
| Year | 2022 |
| Volume | 25 |
| Issue | 3 |
| Pages | 922-941 |
| Publication date | 2022-03-16 |
| 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 | 10.1080/13670050.2020.1735990 |
| PMID | 35399223 |
| OpenAlex | W3012139929 |
| Language | EN |
| Citations received | 7 |
| References cited | 88 |
The current work investigates whether language dominance predicts transfer of skills across cognitive-linguistic levels from the native language (Spanish) to the second language (English) in bilingual preschoolers. Sensitivity to cognates (elephant/elefante in English/Spanish) and metalinguistic awareness (MLA) have both been shown to transfer from the dominant to the nondominant language. Examining these types of transfer together using a continuous measure of language dominance may allow us to better understand the effect of the home language in children learning a majority language in preschool. Forty-six preschool-aged, Spanish-English bilinguals completed English receptive vocabulary and metalinguistic tasks indexing cognate effects and MLA. Language dominance was found to predict crosslinguistic (cognate) facilitation from Spanish to English. In addition, MLA skills also transferred from Spanish to English for children with lower English proficiency, and no transfer of MLA was evident for children with higher English proficiency. Altogether, findings suggest that transfer from a dominant first language to a nondominant second language happens at linguistic and cognitive-linguistic levels in preschoolers, although possibly influenced by second language proficiency. The current study has implications for supporting the home language for holistic cognitive-linguistic development
Cognate · Cognition · Cognitive psychology · Comprehension approach · Developmental linguistics · First language · Language education · Language proficiency · Language transfer · Linguistics · Metalinguistic awareness · Metalinguistics · Morpheme · Multilingualism · Neuroscience of multilingualism · Second-language acquisition · Transfer of training · Vocabulary · Vocabulary development · Language Development and Disorders · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development
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| Citations per year | 1.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |