Cognitive, Language, and Literacy Development in Socio-culturally Vulnerable School Children – The Case of Ethiopian Israeli Children

Shany, Michal; Geva, Esther

doi:10.1007/978-94-007-2327-6_5

Cited by 11 publications

(9 citation statements)

References 72 publications

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“…More specifically, the majority of existing data on the role of preschool bilingual education in LK development in L1 and L2 were typically obtained among children from families with poor socioeconomic status and low parental education (e.g., Barnett et al 2007;Winsler et al 1999). Note that the growing body of research consistently points out that, within an immigrant context in particular, parental factors such as education, level of L2 mastery, home literacy, and the parents' ability to support educational progress, are related to LK development of languageminority students (Golberg, Paradis, and Crago 2008;Lesaux et al 2006;Montrul 2008;Shany and Geva 2011).In addition, there is considerable diversity in research design. For example, to examine the effectiveness of the bilingual preschool education, Winsler et al (1999) compared the language-minority children enrolled in bilingual preschool with the language-minority children who did not attend any type of formal childcare arrangement, and stayed at home.…”

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confidence: 97%

Lexical knowledge development in the first and second languages among language-minority children: the role of bilingual versus monolingual preschool education

Schwartz

Moin

Leikin

2012

International Journal of Bilingual Education and Bilingualism

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This study focused on the role of bilingual versus monolingual preschool education in the development of lexical knowledge in Russian (L1) and Hebrew (L2) among second-generation Russian-Hebrew speaking immigrants in Israel. The study was designed as a longitudinal and comparative study. The lexical knowledge of children was measured three times during the education year. Thirty-two Russian-Hebrew speaking bilinguals (around age three) were selected from bilingual (Russian/Hebrew) and monolingual (Hebrew) preschools. The research design included observation of the preschools, testing of children's lexical knowledge, and a parents' questionnaire. The children's lexical knowledge was measured in both languages by applying the multidimensional approach of different domains: breadth of the lexical knowledge and depth of the lexical knowledge (paradigmatic semantic relations and syntagmatic semantic relations). The results demonstrated that later immersion in L2 and continuing development of L1 within a bilingual educational context not only do not impede the lexical knowledge development in the L2, but can even accelerate its progress. In addition, the differences between the groups in L1 were particularly striking in the paradigmatic semantic relations. Finally, the paradigmatic semantic relations in L1 were significantly and positively correlated with the lexical knowledge in Hebrew in both groups of comparison.Keywords: first language first approach; lexical knowledge development; linguistic interdependence; multidimensional profile of lexical knowledge; paradigmatic semantic relations; preschool bilingual education; secondgeneration immigrants IntroductionThe past 20 years have seen an unprecedented surge of interest in the bilingual development and education of language-minority children from immigrant families on the whole, and in particular in the maintenance, loss, and revitalization of the minority language (L1) (Extra and Verhoeven 1999;Saville-Troike 2000). Bilingual education is considered one of the main methods of L1 maintenance and acquisition of the majority language (L2) of the host country for second-generation immigrants.Preschool and school bilingual educational settings were constructed in many countries, and their number continues to grow. The present study focused on the role of bilingual versus monolingual preschool education in the development of lexical knowledge (LK) in Russian (L1) and Hebrew (L2) among second-generation Russian-Hebrew speaking immigrants in Israel.The most acute question regarding effective bilingual education among languageminority children is discussed by researchers, pedagogues, and parents (Barnett et al. 2007;Freeman 2007;Rolstad, Mahoney, and Glass 2005). This question includes two main aspects: the first aspect is whether bilingual education with L1 maintenance promotes or impedes children's language development in the majority language (L2). The second aspect is whether the bilingual education is favorable for minority language (L1) development. The answer to this...

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mentioning

confidence: 97%

Lexical knowledge development in the first and second languages among language-minority children: the role of bilingual versus monolingual preschool education

Schwartz

Moin

Leikin

2012

International Journal of Bilingual Education and Bilingualism

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“…Participants read the text silently without time constraints and then, answered the comprehension questions with the text still available for reference. The reliability of this test was acceptable (Cronbach's alpha of 0.638), given levels typically reported for reading comprehension tests in Hebrew (Shany & Geva, 2012).…”

Section: Baseline Comprehension Testmentioning

confidence: 68%

Print versus digital reading comprehension tests: does the congruency of study and test medium matter?

Ben-Yehudah¹,

Eshet-Alkalai²

2020

Brit J Educational Tech

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The use of digital environments for both learning and assessment is becoming prevalent. This often leads to incongruent situations, in which the study medium (eg, printed textbook) is different from the testing medium (eg, online multiple‐choice exams). Despite some evidence that incongruent study‐test situations are associated with inferior achievements, the effect of study‐test congruency has not been investigated systematically. Here, we examine this question in the context of digitally displayed versus printed text comprehension using a full‐factorial experimental design. One hundred and twelve university students participated in the study. They studied an expository text in one medium (print or digital) and then, comprehension was assessed in either the same (congruent) or the different (incongruent) medium. No significant differences in performance were found between the congruent and incongruent study‐test conditions. However, consistent with findings reported in the literature, comprehension of the digital text was inferior to that of the printed text. Results show that this screen inferiority occurred irrespective of the testing medium. These findings suggest that studying in one medium and taking the test in another does not affect comprehension, but the medium in which one studies does influence test outcomes.

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“…Sono infatti l'educazione e l'istruzione informale a casa a predire lo sviluppo cognitivo e linguistico del bambino e quindi il suo rendimento scolastico. I bambini che non ricevono educazione e istruzione formale in L1 partono svantaggiati (Shany, Geva 2012, studio condotto su bambini etiopi immigrati in Israele prima dei 2 anni). In particolare si è notato che non è sufficiente che i bambini imparino solo la L1 della comunicazione, dovrebbero anche saper usare la L1 in vari registri, avere un lessico anche scolastico in L1 ed essere avvicinati all'alfabetizzazione anche in L1.…”

Section: L'ambiente Informale (Casa E Società)unclassified

6 | 3 | 2017

Daloiso

Rodríguez

2018

ELLE

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c bQuest'opera è distribuita con Licenza Creative Commons Attribuzione 4.0 Internazionale This work is licensed under a Creative Commons Attribution 4.0 International License Certificazione scientifica delle Opere pubblicate da Edizioni Ca' Foscari -Digital Publishing: tutti i saggi pubblicati hanno ottenuto il parere favorevole da parte di valutatori esperti della materia, attraverso un processo di revisione anonima sotto la responsabilità del Comitato scientifico della rivista. La valutazione è stata condotta in aderenza ai criteri scientifici ed editoriali di Edizioni Ca' Foscari. Scientific certification of the works published by Edizioni Ca' Foscari -Digital Publishing: all articles published in this issue have received a favourable opinion by subject-matter experts, through an anonymous peer review process under the responsibility of the Scientific Committee of the journal. The evaluations were conducted in adherence to the scientific and editorial criteria established by Edizioni Ca' Foscari. Abstract The present issue of the EL.LE review focuses on the advances and challenges of research on the teaching of languages to learners with "Specific Language Needs", i.e. developmental differences in the areas of communication, language and learning. In Italy, within the field of Educational Linguistics, Michele Daloiso and his research group has developed the Language Teaching Accessibility Theory, i.e. a theoretical framework for analysing language teaching practices, identifying barriers to learning for students with Specific Language Needs and implementing solutions to maximise language learning in educational contexts. Particularly, this issue of the EL.LE review focuses on a selection of new trends and emergent topics which can be profitably analysed within the framework of the Language Teaching Accessibility Theory. These include: issues in clinical and classroom-based assessment of learners with Specific Language Needs; the manifestations of learning differences in peculiar writing systems, such as Chinese; the potential benefits of Cognitive Linguistics-inspired teaching methods for learners with Specific Language Needs; the role of individualised tutoring interventions to improve these learners' language skills; teaching strategies to address specific areas of the school curriculum which are proven to be particuarly difficult for these students, such as Latin and literature. This collection of articles suggest that the teaching of languages to learners with Specific Language Needs is anything but a niche research topic, as it entails the interaction among complex variables, some of which have yet to be fully studied. EL.LE 315 317 EL.LEe-ISSN 2280-6792Vol. 6 -Num. 3 -Novembre 2017 IntroduzioneMichele Daloiso (Università Ca' Foscari Venezia, Italia)Carlos Alberto Melero Rodríguez (Università Ca' Foscari Venezia, Italia)Nell'ultimo decennio si è assistito ad un crescente interesse in ambito glottodidattico italiano verso gli apprendenti con Bisogni Linguistici Specifici, ossia differenze evolutive che in...

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Cognitive, Language, and Literacy Development in Socio-culturally Vulnerable School Children – The Case of Ethiopian Israeli Children

Cited by 11 publications

References 72 publications

Lexical knowledge development in the first and second languages among language-minority children: the role of bilingual versus monolingual preschool education

Lexical knowledge development in the first and second languages among language-minority children: the role of bilingual versus monolingual preschool education

Print versus digital reading comprehension tests: does the congruency of study and test medium matter?

6 | 3 | 2017

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