Giving formal definitions: a linguistic or metalinguistic skill?

Snow, Catherine E.; Cancino, Herlinda; Temple, Jeanne De; Schley, Sara

doi:10.1017/cbo9780511620652.007

Cited by 72 publications

(67 citation statements)

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“…Some studies have demonstrated that the organization of semantic knowledge is a stronger precursor of literacy skills than vocabulary size (Roth, Speece, & Cooper, 2002). Monolingual children can define words to some extent by 5 years of age and proficiency in this skill develops fast because children are typically requested to give word definitions beyond school entry (Kurland & Snow, 1997; for bilinguals, see Snow, Cancino, de Temple, & Schley, 1991;Verhoeven, 2006).…”

Section: Language Precursors Of Literacy Skillsmentioning

confidence: 99%

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Language and preliteracy skills in bilinguals and monolinguals at preschool age: effects of exposure to richly inflected speech from birth

Silvén

Rubinov

2009

Read Writ

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Language proficiency before school entry has proven to be a powerful predictor of literacy development. This longitudinal study examined how simultaneous exposure to two richly inflected languages from birth contributes to the development of language-related literacy precursors at preschool age compared to peers exposed to one language. The community language turned out to be the stronger language of the bilinguals by 4 years of age and to a great extent ageappropriate compared to monolingual peers. The same initial exposure conditions resulted in three bilingual and two monolingual language proficiency profiles. For the bilinguals changes in the proportion of exposure to two home languages and frequency of language-specific social interactions explained proficiency in each language, whereas for the monolinguals exposure did not explain language proficiency. Our findings give support for the primary impact of exposure on the development of bilingualism and preliteracy skills.

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Section: Language Precursors Of Literacy Skillsmentioning

confidence: 99%

“…The coding of word definitions was modified from Snow et al (1991). Each test word was scored on a scale of 0-2.…”

Section: Semantic Skillsmentioning

confidence: 99%

Language and preliteracy skills in bilinguals and monolinguals at preschool age: effects of exposure to richly inflected speech from birth

Silvén

Rubinov

2009

Read Writ

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“…The possibility that the acquisition of the mainstream language may benefit from a rich concept development in the first language so that the acquisition of L2 becomes much easier is ignored in most research conducted in the Netherlands. Nevertheless, there is research examining conceptual knowledge transfer from first to the second language in the vocabulary domain (Ordóñez et al 2002;Snow et al 1991). Because of ethnically segregated schools and subtractive bilingual environment in the Dutch context, cognitive skills of immigrant minority students do not develop sufficiently compared to mainstream children (Leseman and van Tuijl 2001).…”

Section: Introductionmentioning

confidence: 99%

First-language skills of bilingual Turkish immigrant children growing up in a Dutch submersion context

Akoğlu

Yağmur

2016

International Journal of Bilingual Education and Bilingualism

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The interdependence between the first and second language of bilingual immigrant children has not received sufficient attention in research. Most studies concentrate on mainstream language skills of immigrant pupils. In some studies, the gaps in the language development of immigrant children are documented by comparing mainstream pupils with immigrant children. The competence in the first language receives very little attention. In order to show the role of first language competence in second-language acquisition and lower school achievement, we present the findings of our empirical study by comparing bilingual Turkish immigrant children (n = 30, mean age = 67.27 months) in the Netherlands and monolingual Turkish speakers (n = 30, mean age = 66.97 months) in Turkey. The evidence presented in this paper shows that compared to monolingual Turkish speakers, Turkish immigrant children lag behind in their first language cognitive concepts, lexical, syntactic, and textual skills. Mothers' education level turns out to be an important factor in explaining the performance differences of immigrant children. This would have an effect on their concept and cognitive development as well as on their second-language acquisition.ARTICLE HISTORY

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“…Some tasks may be extremely demanding cognitively, such as creating a definition (Snow, Cancino, DeTemple, & Schley, 1991), whereas matching a word in a list is of much lower demand.…”

Section: Defining Social and Academic Languagementioning

confidence: 99%

“…Academic language definitions are representative of perspectives which hypothesize that there are language functions and structures which are specific to content areas and classrooms (Chamot & O'Malley, 1986;Hamayan & Perlman, 1990), as well as being defined by cognitive demand (Cummins, 1981;Snow, Cancino, DeTemple, & Schley, 1991). A variety of theories are present in teachers' constructs, which they then operationalize into their instruction.…”

Section: Relationship To Prior Research and Theoretical Implicationsmentioning

confidence: 99%

What secondary english to speakers of other languages (ESOL) teachers know about social and academic language and instructional strategies for limited english proficient students

Chin¹

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Chin, Judy, "What secondary english to speakers of other languages (ESOL) teachers know about social and academic language and instructional strategies for limited english proficient students" (2002 The dissertation of Judy Chin is approved.Dean Linda Blanton Tashakkori's observations and highly focused questions from the inception of the study to its completion were greatly appreciated. Dr. Sandra Fradd, whose broad knowledge and vast experience in the field of second language acquisition, provided critical commentary and was a constant support. Finally, I would like to thank Dr. Judith Slater, not only for her reading, editing, and consulting of the manuscript, but also for her intense dedication to the field of Curriculum and Instruction which imbues her students with a desire to be among those who can and should make a difference. It appeared that this population of secondary ESOL teachers was in the process of evolving their definitions of social and academic language and were at different stages in this evolution. Teachers' definitions of language influenced their instruction. V ABSTRACT OF THE DISSERTATION WHAT SECONDARY ENGLISH TO SPEAKERS OF OTHER LANGUAGES (ESOL)TEACHERSFurthermore, those who had clear constructs of language were able to operationalize them in their classroom instruction.vii

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Giving formal definitions: a linguistic or metalinguistic skill?

Cited by 72 publications

References 0 publications

Language and preliteracy skills in bilinguals and monolinguals at preschool age: effects of exposure to richly inflected speech from birth

Language and preliteracy skills in bilinguals and monolinguals at preschool age: effects of exposure to richly inflected speech from birth

First-language skills of bilingual Turkish immigrant children growing up in a Dutch submersion context

What secondary english to speakers of other languages (ESOL) teachers know about social and academic language and instructional strategies for limited english proficient students

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