van der Leij Aryan, Bekebrede Judith, Kotterink Mieke
Department of Education, University of Amsterdam, P.O. Box 94208, 1090 GE Amsterdam, The Netherlands.
Read Writ. 2010 Mar;23(3-4):415-434. doi: 10.1007/s11145-009-9207-5. Epub 2009 Oct 13.
To investigate the effect of concurrent instruction in Dutch and English on reading acquisition in both languages, 23 pupils were selected from a school with bilingual education, and 23 from a school with education in Dutch only. The pupils had a Dutch majority language background and were comparable with regard to social-economic status (SES). Reading and vocabulary were measured twice within an interval of 1 year in Grade 2 and 3. The bilingual group performed better on most English and some of the Dutch tests. Controlling for general variables and related skills, instruction in English contributed significantly to the prediction of L2 vocabulary and orthographic awareness at the second measurement. As expected, word reading fluency was easier to acquire in Dutch with its relatively transparent orthography in comparison to English with its deep orthography, but the skills intercorrelated highly. With regard to cross-linguistic transfer, orthographic knowledge and reading comprehension in Dutch were positively influenced by bilingual instruction, but there was no indication of generalization to orthographic awareness or knowledge of a language in which no instruction had been given (German). The results of the present study support the assumption that concurrent instruction in Dutch and English has positive effects on the acquisition of L2 English and L1 Dutch.
为了研究荷兰语和英语同时教学对两种语言阅读习得的影响，从一所实施双语教育的学校选取了23名学生，从一所只进行荷兰语教学的学校选取了23名学生。这些学生以荷兰语为主要语言背景，在社会经济地位（SES）方面具有可比性。在二年级和三年级期间，在1年的时间间隔内对阅读和词汇进行了两次测量。双语组在大多数英语测试和一些荷兰语测试中表现更好。在控制了一般变量和相关技能后，英语教学对第二次测量时第二语言词汇和正字法意识的预测有显著贡献。正如预期的那样，与英语复杂的正字法相比，荷兰语相对透明的正字法使得单词阅读流畅性更容易习得，但这些技能之间的相关性很高。关于跨语言迁移，荷兰语的正字法知识和阅读理解受到双语教学的积极影响，但没有迹象表明会推广到未进行教学的语言（德语）的正字法意识或知识。本研究结果支持这样一种假设，即荷兰语和英语同时教学对第二语言英语和第一语言荷兰语的习得有积极影响。
