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Dual Language Learners in Transition from Home to School: The Role of Parental Attitudes and Home Language Practices in Bilingual Development
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Home language at school: Crosslinguistic sentence integration supports second language comprehension of oral and written school-based discourse
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Abstract:
Learners today arrive at school with increasingly varied home language repertoires. At the same time, the educational institutions they rely upon for success have historically been constructed around monolingual norms and practices, with the consequence that educational achievement is contingent on the degree to which multilingual and multidialectal students assimilate to the monolingual norm. But does successful learning rely only on proficiency in the language of instruction? How do multilingual and multidialectal language skills support learning in a developing school language? Prior education research on crosslinguistic influence in language and reading comprehension has largely focused on word-level vocabulary, decoding, and morphosyntax. However, understanding school discourse requires mastering not only a rich lexicon but also complex linguistic structures beyond the word level. This dissertation comprises three multimodal studies exploring how crosslinguistic resources beyond the word level support comprehension in a second language or dialect. Studies 1 and 2 examine crosslinguistic sentence integration with Spanish-English bilingual adolescents in grades 6- 8. The first study (n=38) used functional magnetic resonance imaging (fMRI) to investigate functional connectivity of the core language network and nodes associated with syntactic processing as adolescents watched an L2 English science video lesson with varying degrees of sentence complexity. Connectivity in brain regions implicated in syntactic processing was associated with L1 Spanish sentence integration skills and reflected the syntactic complexity of the video discourse. Using a sample expanded from Study 1, the second study (n=59) employed behavioral and eye-tracking measures to examine L2 English expository reading, finding that L1 Spanish sentence integration skills facilitated L2 English reading efficiency and comprehension and moderated the difficulty that syntactically complex L2 texts posed for comprehension. Study 3 (n=42) used electroencephalography (EEG) to focus more specifically on the timecourse of sentence processing in Spanish-English bilingual and Caribbean English bidialectal, young adult university students who were highly proficient speakers of English. Results from this study revealed distinct patterns of sentence processing that differed both across groups and from expected monolingual patterns reported in the literature. Taken together, findings from the three studies illustrate that diverse linguistic experience gives rise to heterogeneous behavioral and neural patterns in processing school discourse, even when controlling for lexical proficiency. Further, the ability to integrate words into longer and more complex sentence structures may be a crosslinguistic resource supporting second language comprehension, both in oral academic lessons and in reading school texts. Findings from this dissertation support a strength-based account of language diversity in schools that complements and moderates monolingual normative comparisons.
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Keyword:
bilingualism; cross linguistic influence; Education; naturalistic paradigms; Neurosciences; Psychology; reading; reading comprehension; sentence processing
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URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37368334
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| 3 |
What Have We Learned About Bilingualism? Regarding Nichols et al. (2020)
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| 4 |
Distinguishing Difficulty From Disability: Next Steps in Improving the Identification of Reading Disabilities in English Learners
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Brain changes associated with language development and learning: A primer on methodology and applications
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The case for measuring and reporting bilingualism in developmental research
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Early Behavioral and Environmental Predictors of Language Skills in Infants at High and Low Risk for Autism Spectrum Disorder
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The Case for Measuring and Reporting Bilingualism in Developmental Research
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Language and Cognitive Control Networks in Bilinguals and Monolinguals
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| 11 |
Identifying Predictors of Academic Writing in English as a Foreign Language: A Study on Early Adolescents in Korea and China
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Describing bilinguals: A systematic review of labels and descriptions used in the literature between 2005–2015
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More Than Just Symbols: Mental and Neural Representations Related to Symbolic Number Processing in Mathematics
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Executive control in bilinguals: A concise review on fMRI studies.
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A meta-analysis of functional reading systems in typically developing and struggling readers across different alphabetic languages
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Neural Precursors of Language in Infants at High Risk for Autism Spectrum Disorder
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Brain network activity in monolingual and bilingual older adults
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| 19 |
The effect of lifelong bilingualism on regional grey and white matter volume
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A meta-analysis of functional reading systems in typically developing and struggling readers across different alphabetic languages
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