Hansen Laura Birke, Morales Julia, Macizo Pedro, Duñabeitia Jon Andoni, Saldaña David, Carreiras Manuel, Fuentes Luis J, Bajo M Teresa
Centro de Investigación Mente, Cerebro y Comportamiento (CIMCYC), Universidad de Granada, Spain.
Basque Center on Cognition, Brain and Language (BCBL), Spain.
Dev Sci. 2017 Jan;20(1). doi: 10.1111/desc.12454.
The present research aims to assess literacy acquisition in children becoming bilingual via second language immersion in school. We adopt a cognitive components approach, assessing text-level reading comprehension, a complex literacy skill, as well as underlying cognitive and linguistic components in 144 children aged 7 to 14 (72 immersion bilinguals, 72 controls). Using principal component analysis, a nuanced pattern of results was observed: although emergent bilinguals lag behind their monolingual counterparts on measures of linguistic processing, they showed enhanced performance on a memory and reasoning component. For reading comprehension, no between-group differences were evident, suggesting that selective benefits compensate costs at the level of underlying cognitive components. Overall, the results seem to indicate that literacy skills may be modulated by emerging bilingualism even when no between-group differences are evident at the level of complex skill, and the detection of such differences may depend on the focus and selectivity of the task battery used.
本研究旨在评估通过学校第二语言沉浸式学习成为双语者的儿童的读写能力习得情况。我们采用认知成分法，对144名7至14岁的儿童（72名沉浸式双语儿童、72名对照组儿童）的文本层面阅读理解能力（一项复杂的读写技能）以及潜在的认知和语言成分进行评估。通过主成分分析，观察到了一种细微的结果模式：尽管新兴双语儿童在语言处理测量方面落后于单语儿童，但他们在记忆和推理成分上表现出了更好的成绩。对于阅读理解，组间差异不明显，这表明在潜在认知成分层面，选择性优势弥补了劣势。总体而言，结果似乎表明，即使在复杂技能层面组间差异不明显，新兴双语现象也可能调节读写技能，而这种差异的检测可能取决于所使用任务组的重点和选择性。
