Oshchepkova Ekaterina S, Kartushina Natalia A, Razmakhnina Ksenia O
Lomonosov Moscow State University, Moscow, Russia.
University of Oslo, Oslo, Norway.
Psychol Russ. 2023 Mar 15;16(1):3-25. doi: 10.11621/pir.2023.0101. eCollection 2023.
The importance of biliteracy in bilingual children's development has been widely investigated and discussed for the last several decades, suggesting beneficial effects of writing and reading in two languages for bilingual children as well as for adult second language learners.
To analyze research on the link between bilingualism and literacy development in two or more languages and the factors that may influence a successful or problematic biliteracy acquisition. RQ (1): What is the relationship between bilingualism and literacy of bilingual children? RQ (2): What strategies are used to develop biliteracy?
The review analyzes 50 studies of literacy development in bilingual children. The selected articles have been separated based on their methodology: 25 articles gave a critical analysis of more than 1,100 studies on the topic, strengthening the theoretical basis of existing research, and 25 other articles were empirical research articles demonstrating practical evidence for the former.
Our analysis revealed that literacy in bilinguals, or biliteracy, can be seen as a necessary condition for fluent development of bilingualism, though it is not a necessary condition (which is explained by the difference between structures of specific languages and writing systems, instruction in literacy, and cognitive baggage invoked by the task used to measure the skill) (Bialystok, 2002). Research suggests that bilingualism impacts children's ultimate acquisition of literacy via the beneficial effects of bilingualism overall: advanced biliteracy boosts the development of phonological and phonemic awareness and metacognitive abilities. Thus, biliteracy can be considered as an advantage in terms of maintaining bilingual acquisition in general and developing writing skills in particular.
There is a lack of studies on the development of writing skills in different educational contexts, across countries and cultures, which must be addressed and complemented by new empirical research. Research will enable policymakers to improve educational programs in accordance with the needs of bilingual children, who are the majority in the current global population.
在过去几十年里，双语儿童双语读写能力在其发展中的重要性得到了广泛研究和讨论，这表明双语儿童以及成年第二语言学习者进行两种语言的写作和阅读具有有益影响。
分析关于双语与两种或多种语言读写能力发展之间联系的研究，以及可能影响成功或存在问题的双语读写能力习得的因素。研究问题（1）：双语与双语儿童的读写能力之间有什么关系？研究问题（2）：用于培养双语读写能力的策略有哪些？
该综述分析了50项关于双语儿童读写能力发展的研究。所选文章根据其方法进行了分类：25篇文章对1100多项关于该主题的研究进行了批判性分析，加强了现有研究的理论基础，另外25篇文章是实证研究文章，为前者提供了实践证据。
我们的分析表明，双语者的读写能力，即双语读写能力，可以被视为双语流利发展的必要条件，尽管它不是必要条件（这可以通过特定语言和书写系统的结构差异、读写教学以及用于测量该技能的任务所引发的认知负担来解释）（比亚韦斯托克，2002年）。研究表明，双语通过双语总体上的有益影响，影响儿童最终的读写能力习得：高级双语读写能力促进语音和音素意识以及元认知能力的发展。因此，就总体上维持双语习得，特别是发展写作技能而言，双语读写能力可被视为一种优势。
缺乏关于不同教育背景下、不同国家和文化中写作技能发展的研究，这必须通过新的实证研究来解决和补充。研究将使政策制定者能够根据双语儿童的需求改进教育项目，而双语儿童在当前全球人口中占大多数。
