Becoming Bilingual, Biliterate, and Bicultural

Snow, Catherine E.; Kang, Jennifer Yusun

doi:10.1002/9780470147658.chpsy0403

Cited by 7 publications

(8 citation statements)

References 59 publications

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“…To capture references that described each approach, we also searched the above L2 terms in combination with general terms relating to our four perspectives, such as child language, sociocultural , and psycholinguistic . We also used the following literature reviews on related topics to locate empirical studies that met our inclusion criteria: August and Shanahan (2006), Bialystok (1997), Birdsong (2006), Genesee, Lindholm-Leary, Saunders, and Christian (2006), Goldenberg and Coleman (2010), Hammer, Jia, and Uchikoshi (2011), Hyltenstam and Abrahamsson (2000), Liddicoat (2006), Lightbown (2000), Long (2005), Marinova-Todd, Marshall, and Snow (2000), Masgoret and Gardner (2003), Menken (2009), Muñoz (2008a, 2008b), Muñoz and Singleton (2011), Nikolov and Mihaljević Djigunović (2006), Rothman (2008), Saunders and Goldenberg (2010), Scovel (2000), Singleton (2005), Slabakova (2006), Snow and Kang (2006), Stevens (2006), and Ushioda (2010). Because the listed reviews frequently included studies from a general educational psychology perspective, we refer the reader to them for an additional perspective regarding our questions.…”

Section: Methodsmentioning

confidence: 99%

What We Know About Second Language Acquisition

Dixon

Zhao

Shin

et al. 2012

Review of Educational Research

135

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Educational policies that impact second language (L2) learners—a rapidly-growing group—are often enacted without consulting relevant research. This review synthesized research regarding optimal conditions for L2 acquisition, facilitative L2 learner and teacher characteristics, and speed of L2 acquisition, from four bodies of work—foreign language education, child language research, sociocultural studies, and psycholinguistics—often overlooked by educators. Seventy-one peer-reviewed journal articles studying PK-12 L2 learners met inclusion criteria. Findings included: 1) Optimal conditions for L2 learners immersed in a majority-L2 society include strong home literacy practices, opportunities to use the L2 informally, well-implemented specially-designed L2 educational programs, and sufficient time devoted to L2 literacy instruction, whereas L2 learners with little L2 exposure require explicit instruction to master grammar; 2) L2 learners with strong L2 aptitude, motivation, and first language (L1) skills are more successful; 3) Effective L2 teachers demonstrate sufficient L2 proficiency, strong instructional skills, and proficiency in their students’ L1; 4) L2 learners require 3-7 years to reach L2 proficiency, with younger learners typically taking longer but more likely to achieve close-to-native results. These findings, even those most relevant to education, are not reflected in current US policy. Additional research is needed on the characteristics of successful or unsuccessful L2 learners and L2 teachers. Such research should attend systematically to the differences between L2 learning in maximal versus minimal input settings; whereas the psycholinguistic challenges of L2 learning might be common across settings, the sociocultural and interactional challenges and opportunities differ in ways that can massively impact outcomes.

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Section: Methodsmentioning

confidence: 99%

What We Know About Second Language Acquisition

Dixon

Zhao

Shin

et al. 2012

Review of Educational Research

135

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“…Acquiring two languages in circumstances where both the home language (L1) and the second language (L2) are supported, as in Canada and certain European countries (e.g., Belgium;De Houwer, 1990), produces what some call additive multilingualism. Such countries view multilingualism as an asset that enhances the social and economic prowess of the speaker (Snow & Kang, 2006). Unfortunately, multilingual children in the United States are often from immigrant families who are disproportion-Social Policy Report V27 #4 4…”

Section: What Are the Broad Social And Historical Contexts Of Multilimentioning

confidence: 99%

Multilingual Children: Beyond Myths and Toward Best Practices and commentaries

McCabe

Bornstein

Guerra

et al. 2013

Social Policy Report

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“…As a novel research question, we investigated the role of language similarity between the two languages. Recent findings in simultaneous and sequential bilingualism point to the fact that similarity between the two languages to be acquired eases word learning (Bialystok & Hakuta, 1994; Bosch & Ramon-Casas, 2014; Cysouw, 2013; Schepens, Van Der Slik, & Van Hout, 2013; Snow & Kang, 2006).…”

Section: Studymentioning

confidence: 99%

BILEX: A new tool measuring bilingual children’s lexicons and translational equivalents

2017

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The current study describes the development and validation of a novel scale (BILEX) designed to assess young bilingual children's receptive vocabulary in both languages, their conceptual vocabulary, and translational equivalents. BILEX was developed to facilitate the assessment of vocabulary size for both of the children's languages within one session without any transfer from one language to the other. One-hundred-andeighty-two 3-year-old children participated in the studies of reliability and validity. Psychometric properties have very good consistency and reliability, along with good concurrent, construct, and criteria validity.

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Becoming Bilingual, Biliterate, and Bicultural

Cited by 7 publications

References 59 publications

What We Know About Second Language Acquisition

What We Know About Second Language Acquisition

Multilingual Children: Beyond Myths and Toward Best Practices and commentaries

BILEX: A new tool measuring bilingual children’s lexicons and translational equivalents

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