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This book presents a new theory of grammatical categories - the Universal Spine Hypothesis - and reinforces generative notions of Universal Grammar while accommodating insights from linguistic typology.


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Academic Paper


Title: The role of language of instruction and vocabulary in the English phonological awareness of Spanish–English bilingual children
Author: Diane August
Institution: Center for Applied Linguistics
Author: Catherine E Snow
Institution: Harvard University
Linguistic Field: Phonology; Psycholinguistics
Subject Language: English
Spanish
Abstract: This study explores influences on bilingual children's phonological awareness (PA) performance in English, examining the role of language of instruction and vocabulary. English monolingual and Spanish–English bilingual kindergartners and first graders receiving either English or Spanish literacy instruction were assessed in English PA and in English and Spanish vocabulary, as appropriate. Spanish-instructed bilinguals were more likely than English-instructed bilinguals or English monolinguals to treat diphthongs as two units, reflecting their analysis in Spanish phonology and orthography. Surprisingly, unbalanced bilinguals dominant in either English or Spanish scored better on English PA than children with approximately equal scores on the English and the Spanish vocabulary test. This finding suggests that familiarity with many lexical items within a language constitutes a source of analyzable phonological knowledge.

CUP at LINGUIST

This article appears in Applied Psycholinguistics Vol. 27, Issue 2, which you can read on Cambridge's site or on LINGUIST .



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