Context and Implications: Home language, school language and children's literacy attainments: A systematic review of evidence from low‐ and middle‐income countries

Nag, Sonali; Vagh, Shaher Banu; Dulay, Katrina May; Snowling, Margaret J.

doi:10.1002/rev3.3132

Cited by 46 publications

(16 citation statements)

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“…One of the earliest examples of this type of research was carried out by Prinsloo and Breier (1996) in South Africa, focusing on the everyday literacy practices of people in the Cape area. Similar studies abound in the contemporary research, particularly those exploring literacy practices in different environments, especially home and school, though not exclusively (Alston-Abel & Berninger, 2018;Nash et al, 2018;Nag et al, 2019;see also Farrelly & Fahkrutdinova in this volume).…”

Section: The Ideological Model Of Literacysupporting

confidence: 66%

Empowering Multilingual Learners Through Critical Liberating Literacy Practices in English-Dominated Speech Communities

Moya

2022

Research Anthology on Bilingual and Multilingual Education

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This chapter explores the nuances of critical literacy reviewing the influence of the sociocultural context and the critical element that arises from the individuals who negotiate their identities as they interact with others in a variety of settings. The perspective adopted here focuses on multilingual learners as they engage in literacy practices in English, the dominant language, within schooled environments resulting in hybrid productions within a Third Space, which is a metaphorical setting that promotes expansive learning. Such literacy productions consider the lived-in experiences of the individuals and their personal histories as tools for learning with the potential to liberate themselves from the dominant literacy practices. The chapter includes a discussion of the role and status of English to empower non-dominant groups within English-speaking settings.

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Section: The Ideological Model Of Literacysupporting

confidence: 66%

Empowering Multilingual Learners Through Critical Liberating Literacy Practices in English-Dominated Speech Communities

Moya

2022

Research Anthology on Bilingual and Multilingual Education

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“…Notably, there are also lines of literature that have examined children in poverty in low‐income countries. A review of such studies finds that the results partially corroborate the findings from high‐income countries and, for instance, also demonstrates that home environments impact literacy development (Nag, Vagh, Dulay, & Snowling, ). However, this review also indicates that many children living in poverty in developing countries use a different language at home than in school.…”

Section: Previous Studies Of Vocabulary and Reading Comprehension In mentioning

confidence: 65%

Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty

Lervåg

Dolean

Ţincaş³

et al. 2019

Developmental Science

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Few studies have examined how socioeconomic status (SES) affects two essential parts of human development, namely vocabulary and reading comprehension, in children facing severe poverty. The Roma population is the largest minority group in Europe, the majority of whom live in severe poverty. This study compared the development of 322 Roma children with the development of 178 non‐Roma children, between the ages of 7 and 10 years, living in Romania. The Roma children had poorer initial vocabulary and reading comprehension skills as well as slower growth rates for both compared to the non‐Roma children. Importantly, SES had a direct influence on growth in both reading comprehension and vocabulary. The effect of SES was partly mediated by school absence and nonverbal IQ. This is a powerful finding since it suggests that poverty may have detrimental effects not only on reading but also on the development of verbal abilities.

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“…The findings of this study could also have pedagogical repercussions especially in light of the fact that in today's world many pupils study in languages that they do not speak at home (Nag et al, 2019) and specifically in Israel, where pupils from multiple language backgrounds all study English according to the same curriculum. In line with the Linguistic Proximity Model (Westergaard et al, 2017), our analyses suggested that even typologically related linguistic groups may exhibit different allocations of cognitive and linguistic resources to achieve L1 and L2 and EFL proficiency.…”

Section: Discussionmentioning

confidence: 88%

“…In today's world, approximately half of the population is multilingual (Grosjean, 2010), and many children acquire literacy in school in a language that they do not speak at home (Nag et al, 2019). Hence, the need to understand the role of crosslinguistic influence (CLI) in both oral and written language domains has become even more relevant.…”

Section: Introductionmentioning

confidence: 99%

Cognitive and Linguistic Skills Associated With Cross-Linguistic Transfer in the Production of Oral Narratives in English as a Foreign Language by Arabic- and Hebrew-Speaking Children: Finding Common Denominators

Russak

Zaretsky

2021

Front. Psychol.

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Many studies have examined literacy and related skills among learners of English as a foreign language (EFL), but little attention has been given to the role of oral language within a cross-linguistic framework despite the fact that English is the most widely spoken additional language today. Oral narratives rely on lexical, morphosyntactic, and conceptual knowledge. An in-depth examination of this modality can shed light on specific associations between cognitive and linguistic L1 and EFL skills and suggest possible mediating variables that assist multilingual speakers in producing complete oral narratives in EFL. The present study examined L1 and EFL contributors to EFL oral narratives produced by native Arabic (n = 85) and Hebrew (n = 86) speaking sixth graders seeking to identify cross-linguistic influences. We assessed general cognitive skills, phonological memory (PM), lexical, morphosyntactic knowledge, and reading comprehension in L1 (Hebrew speakers), Modern Standard Arabic (MSA, L2), L3 Hebrew (for Arabic speakers) and EFL. The “Cookie Theft” task assessed EFL elicited narratives using modified narrative analysis scales to account for microstructure (lexical and morphosyntactic complexity) and macrostructure (understanding story elements), generating a Total Narrative score. Our results yielded different patterns of underlying psycholinguistic profiles, and cross and within language associations for each group. Strong interactions between L1, L2/L3, and EFL morphological awareness and reading comprehension suggested cross-linguistic transfer. Regression analysis identified the most influential skills supporting EFL narratives for each linguistic group: English reading comprehension (ERC) was essential for Hebrew speakers and English morphological awareness (EMA) for Arabic ones. These results suggested different allocations of cognitive and linguistic resources in EFL narratives. The results also allowed to identify a common mediating skill for both groups. Findings are discussed within the theoretical framework of the Interdependence Hypothesis, the Linguistic Proximity Model, as well as accounts of direct and indirect transfer, which illuminate the impact of typological distance, general language proficiency and components of linguistic knowledge on cross-linguistic transfer in EFL oral language production.

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Context and Implications: Home language, school language and children's literacy attainments: A systematic review of evidence from low‐ and middle‐income countries

Cited by 46 publications

References 0 publications

Empowering Multilingual Learners Through Critical Liberating Literacy Practices in English-Dominated Speech Communities

Empowering Multilingual Learners Through Critical Liberating Literacy Practices in English-Dominated Speech Communities

Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty

Cognitive and Linguistic Skills Associated With Cross-Linguistic Transfer in the Production of Oral Narratives in English as a Foreign Language by Arabic- and Hebrew-Speaking Children: Finding Common Denominators

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