Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills

A Longitudinal Perspective

Bibliographic Data

ID7148113
AuthorsKehui Zhang (0000-0002-1358-1196, New York University Shanghai, corresponding author), Xin Sun (0000-0001-6110-5656, University of British Columbia), Zahira Flores-Gaona (University of Michigan), Chi-Lin Yu (0000-0002-4381-7163, University of Michigan), Rachel L Eggleston (0000-0002-7343-7997, University of Michigan), Nia Nickerson (0000-0003-1303-3437, University of Michigan), Valeria C Caruso (0000-0002-3895-1296, University of Michigan), Twila Tardif (0000-0001-8739-9090, University of Michigan), Ioulia Kovelman (0000-0003-4287-6986, University of Michigan)
Year2025
Volume28
Issue2
Pages327-342
Publication date2025-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBilingualism Language and Cognition (JOURNAL)
Journal identifiersISSN: 1366-7289 • E-ISSN: 1469-1841
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1366728924000439
PMID40331214
OpenAlexW4402884545
LanguageEN
Citations received10
References cited67

Cross-linguistic interactions are the hallmark of bilingual development. Theoretical perspectives highlight the key role of cross-linguistic distances and language structure in literacy development. Despite the strong theoretical assumptions, the impact of such bilingualism factors in heritage-language speakers remains elusive given high variability in children's heritage-language experiences. A longitudinal inquiry of heritage-language learners of structurally distinct languages – Spanish–English and Chinese–English bilinguals ( N = 181, M age = 7.57, measured 1.5 years apart) aimed to fill this gap. Spanish–English bilinguals showed stronger associations between morphological awareness skills across their two languages, across time, likely reflecting cross-linguistic similarities in vocabulary and lexical morphology between Spanish and English. Chinese–English bilinguals, however, showed stronger associations between morphological and word reading skills in English, likely reflecting the critical role of morphology in spoken and written Chinese word structure. The findings inform theories of literacy by uncovering the mechanisms by which bilingualism factors influence child literacy development

Heritage language · Linguistics · Literacy · Neuroscience of multilingualism · Pedagogy · Phonological awareness · Vocabulary · Vocabulary development · Cognitive and developmental aspects of mathematical skills · Language Development and Disorders · Psychology · Reading and Literacy Development

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