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Effects of early English education o...

Lin, Lu-Chun.

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Effects of early English education on phonological awareness and language development of Taiwanese bilingual children.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effects of early English education on phonological awareness and language development of Taiwanese bilingual children./
作者:	Lin, Lu-Chun.
面頁冊數:	199 p.
附註:	Adviser: Cynthia J. Johnson.
Contained By:	Dissertation Abstracts International67-07A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3223656
ISBN:	9780542775024

Effects of early English education on phonological awareness and language development of Taiwanese bilingual children.
Lin, Lu-Chun.

Effects of early English education on phonological awareness and language development of Taiwanese bilingual children. - 199 p.

Adviser: Cynthia J. Johnson.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.

Both the experimental and ethnographic findings have implications for bilingual research, education, and testing practice with bilingual children.

ISBN: 9780542775024Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Effects of early English education on phonological awareness and language development of Taiwanese bilingual children.
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100 1 $a Lin, Lu-Chun. $3 1264322
245 1 0 $a Effects of early English education on phonological awareness and language development of Taiwanese bilingual children.
300 $a 199 p.
500 $a Adviser: Cynthia J. Johnson.
500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2435.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.
520 $a Both the experimental and ethnographic findings have implications for bilingual research, education, and testing practice with bilingual children.
520 $a The present study investigated Mandarin-English bilingual children's phonological awareness skills, phonological development, and semantic abilities in Mandarin and English to determine the effects, if any, of early English education. The comparison of two non-cognate languages with different orthographies, phonological structures, morphological, and syntactic features provides a unique bilingual profile and alternative vantage point in the growing body of bilingual research.
520 $a Both experimental and ethnographic methods were included to provide a more complete understanding of the effects of early English education. In the statistical analyses, 24 Taiwanese preschoolers in an English-only kindergarten program were compared with 20 monolingual peers in a Chinese-language kindergarten. Comparable measures in English were designed or adopted to assess bilingual children's English skills.
520 $a The findings of the experimental study only partially supported the hypothesis that early bilingual experience helped to amplify Mandarin-English bilingual children's level of phonological awareness. Next, early English learning did not adversely affect the bilingual children's Mandarin phonological skills assessed on a single-word production test. Nonetheless, the bilingual children exhibited specific Mandarin-influenced phonological patterns in English. The results, however, confirmed the hypotheses that bilingual children have relatively smaller receptive and expressive vocabularies in Mandarin. Further descriptive vocabulary item analyses provided preliminary evidence for distributed bilingual vocabulary that may account for the observed disadvantage in bilingual vocabulary development.
520 $a Furthermore, the study did not identify significant correlations between oral language skills and phonological awareness abilities in Mandarin, either for bilinguals or monolinguals. Finally, the study revealed that phonological awareness in English is strongly related to and reliably predicted by phonological awareness in Mandarin and vice versa. Consistent with previous findings, however, no evidence indicates correlations or cross-language transfer in phonological skills and lexical-semantic abilities between Mandarin and English.
520 $a The analysis of one-month ethnographic classroom observation of five bilingual 4-year-olds, who just enrolled in the English-only kindergarten, showed that social, linguistic, and cognitive processes in both languages came into play and intricately interacted with one another even in the early stage of learning English as a second language.
590 $a School code: 0090.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Health Sciences, Speech Pathology. $3 1018105
690 $a 0282
690 $a 0460
710 2 0 $a University of Illinois at Urbana-Champaign. $3 626646
773 0 $t Dissertation Abstracts International $g 67-07A.
790 $a 0090
790 1 0 $a Johnson, Cynthia J., $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3223656