Hofer Barbara, Spechtenhauser Birgit
Faculty of Education, Free University of Bozen-Bolzano, 39100 Bozen, Italy.
Department of English, University of Innsbruck, 6020 Innsbruck, Austria.
Brain Sci. 2024 Sep 27;14(10):979. doi: 10.3390/brainsci14100979.
BACKGROUND/OBJECTIVES: Research suggests that metalinguistic and cognitive/attentional-control processes are key variables in literacy development in young learners. Interactions between these variables are complex, and this complexity is increased in multilingual learners. With data on the interplay between metalinguistic and cognitive awareness, literacy, and multilingualism being scarce, it is far from clear how these variables interact and how they impact the individual child. This article sets out to shine some light on the interconnectedness and interactions between metalinguistic awareness, cognitive/executive functions, and (multilingual) literacy.
We argue that the three dimensions are strongly correlated and that this correlation comes with important implications for language learning, language processing, and language development. However, the exact nature of these correlations is yet to be established.
背景/目的：研究表明，元语言以及认知/注意力控制过程是幼儿读写能力发展的关键变量。这些变量之间的相互作用很复杂，而在多语言学习者中这种复杂性会增加。由于关于元语言与认知意识、读写能力和多语言能力之间相互作用的数据稀缺，目前尚不清楚这些变量如何相互作用以及它们如何影响个体儿童。本文旨在阐明元语言意识、认知/执行功能和（多语言）读写能力之间的相互联系和相互作用。
我们认为这三个维度密切相关，这种相关性对语言学习、语言处理和语言发展具有重要意义。然而，这些相关性的确切性质尚待确定。
