Orthographic learning and self-teaching in a bilingual and biliterate context

Schwartz, Mila; Kahn-Horwitz, Janina; Share, David L.

doi:10.1016/j.jecp.2013.08.008

Cited by 32 publications

(26 citation statements)

References 47 publications

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“…Moreover, the biliterate Armenian-Persian group numerically outperformed the monoiliterate Turkish-Persian group, suggesting literacy may provide additional support for vocabulary learning. We return to the role of biliteracy in the grammar (Sanz, 2000(Sanz, , 2007 and literacy acquisition (Schwartz, Geva, Share, & Leikin, 2007;Schwartz, Kahn-Horwitz, & Share, 2014) sections below.…”

Section: Adultsmentioning

confidence: 99%

“…A study with participants from a similar population of Russian immigrants to Israel, assessed self-teaching of orthographic conventions in English as an L3 (Schwartz et al, 2014). Three groups of sixth-graders (10-year-old children), who have had English instruction in school for 4 years prior to the study, were compared on a self-teaching task.…”

Section: Literacymentioning

confidence: 99%

“…At test, biliterate bilinguals outperformed both monoliterate bilinguals and monolinguals in English-naming accuracy, naming speed, and orthographic choice on the homophonic English words previously encountered in the text. Schwartz et al (2014) concluded that the experience with another orthography facilitated Russian-Hebrew biliterates' ability to learn orthographic conventions in English. Again, this interpretation was suggested to result from the orthographic proximity between Russian and English as opposed to Hebrew and English.…”

Section: Literacymentioning

confidence: 99%

“…The findings reviewed above show that multilingual children learning novel language literacy enjoy an advantage over monolinguals only to the extent that multilingualism entails additional characteristics. Several studies highlight the role of multiliteracy (Abu-Rabia & Sanitsky, 2010;Kahn-Horwitz et al, 2014;Kahn-Horwitz et al, 2011;Schwartz et al, 2007;Schwartz et al, 2014;Van Gelderen et al, 2003), whereas the study by Mady (2014) suggests social factors associated with immigration underlie these effects. Furthermore, the available evidence suggest that multiliteracy affects novel literacy learning through direct transfer of prior knowledge (Kahn-Horwitz et al, 2014;Schwartz et al, 2007;Schwartz et al, 2014).…”

Section: Literacymentioning

confidence: 99%

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Direct and indirect effects of multilingualism on novel language learning: An integrative review

2017

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Accumulated recent research suggests that prior knowledge of multiple languages leads to advantages in learning additional languages. In the current article, we review studies examining potential differences between monolingual and multilingual speakers in novel language learning in an effort to uncover the cognitive mechanisms that underlie such differences. We examine the multilingual advantage in children and adults, across a wide array of languages and learner populations. The majority of this literature focused on vocabulary learning, but studies that address phonology, grammar, and literacy learning are also discussed to provide a comprehensive picture of the way in which multilingualism affects novel language learning. Our synthesis indicates two avenues to the multilingual advantage including direct transfer of prior knowledge and prior skills as well as indirect influences that result from multilingual background and include more general changes to the cognitive-linguistic system. Finally, we highlight topics that are in need of future systematic research.

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Section: Adultsmentioning

confidence: 99%

Section: Literacymentioning

confidence: 99%

Section: Literacymentioning

confidence: 99%

Section: Literacymentioning

confidence: 99%

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Direct and indirect effects of multilingualism on novel language learning: An integrative review

2017

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“…This is especially true for Israel, where there is a growing interest in this field of research. Henceforth, I am going to briefly outline eight previous works by Palviainen, Protassova, Mård-Miettinen, and Schwartz (2016), Schwartz and Asli (2014), Schwartz, Kahn-Horwitz, and Share (2014), Schwartz, Moin, and Leikin (2011), and Schwartz and Gorbatt (2016). These works studied bilingual preschool language development in bilingual education.…”

Section: Bilingualism In Other Parts Of Asiamentioning

confidence: 99%

A Close Look at Bilingualism Research in Asia

Zen

2017

Indonesian J. Appl. Linguist

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Asia is a 'homeland' for bilingualism research in regards to its diversity. It is considered as a vivid research site where there is significant growth of academic areas of exploration. Yet, there are very few scientific attempts to map bilingualism research in an Asian context so far. Thus, I bring the idea of mapping previous works through this literature study by specifically scrutinizing (a) bilingualism research in Southeast Asia, (b) bilingualism research in other parts of Asia, and (c) lessons to learn as a stepping stone to define the future of Indonesian bilingualism. The general data mapping I have explored includes Southeast Asian countries (Malaysia, Singapore, Indonesia, Thailand, and Vietnam) and other parts of Asia (China, India, Israel, and Kazakhstan. The findings from the 33 previous works can be considered as empirical evidence that I will use to portray the research trends in Asia's bilingualism. The trends show that 19 (55%) works have approached bilingual data from sociolinguistics perspective, whereas the other 14 (45%) have framed their analysis under psycholinguistic approach. Based on the methodological concerns from these works, I propose two major areas of exploration: Family Language Policy (FLP) and trilingual acquisition. FLP in Indonesian is a promising ground, as it brings together issues in language maintenance and shift that instigate a wider aspect of investigation; these aspects include bilingual language dominance, cross language influence, and so forth. Trilingual acquisition, the situation most Indonesian children are growing with, has a potentially significant impact on education, especially where a language curriculum is carefully planned and implemented. In conclusion, this mapping will hopefully shed a light on how bilingualism has academically been very appealing and will continue to fascinate more researchers.

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Bilingualism, Foreign Language Learning, and Cognition: Insights for Education

Aguasvivas

Carreiras²

2022

Cognitive Sciences and Education in Non-Weird Populations

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Orthographic learning and self-teaching in a bilingual and biliterate context

Cited by 32 publications

References 47 publications

Direct and indirect effects of multilingualism on novel language learning: An integrative review

Direct and indirect effects of multilingualism on novel language learning: An integrative review

A Close Look at Bilingualism Research in Asia

Bilingualism, Foreign Language Learning, and Cognition: Insights for Education

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