Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Baran Johansson, Gert Rijlaarsdam
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引用次数: 0

Abstract

Abstract                                                Literacy acquisition in children’s L1 and L2 contributes to academic success, and embraces and supports children’s backgrounds and identity formation. However, limited education can prevent bilingual children from developing their writing fluency on the same level in L1 and L2. An analysis of writing fluency can show aspects that require more or less effort in children’s L1 and L2 writing. Thus, it is important to examine writing fluency and the related reading, linguistic and cognitive skills across children’s languages. Our knowledge is limited regarding the skills that could influence children’s writing fluency. Previous studies have mainly focused on Latin scripts and/or one alphabetic and one non-alphabetic script. Furthermore, English has been the writers’ L1 or L2. This paper investigated reading, linguistic and cognitive skills related to the writing fluency of bilingual biscriptal children in two different alphabetic scripts: Persian (L1) and Swedish (L2) across two different genres: narrative and descriptive. 23 children in years 4–9 (aged 10–15) produced four texts each using the Eye and Pen tool. Standardised tests across both languages were used to explore the participants’ reading, linguistic and cognitive skills. Analyses showed that they were more fluent writers across both genres in L2. Word reading appears to contribute to writing fluency across both languages, whereas vocabulary knowledge only related to writing fluency in L1. No significant relationship was found between working memory and writing fluency in either L1 or L2.    Keywords: Handwriting, Eye and Pen, word comprehension, working memory, vocabulary, word reading  
阅读、语言和认知技能对波斯语-瑞典语双语儿童第一、二语写作流畅性的预测
儿童第一语言和第二语言的读写能力习得有助于学业成功,并包含和支持儿童的背景和身份形成。然而,有限的教育可能会阻碍双语儿童在第一语言和第二语言的同一水平上发展他们的写作流畅性。对写作流畅性的分析可以显示出儿童在第一语言和第二语言写作中需要更多或更少努力的方面。因此,检查儿童语言的写作流畅性以及相关的阅读、语言和认知技能是很重要的。关于影响儿童写作流畅性的技巧,我们的知识有限。以往的研究主要集中在拉丁文字和/或一个字母和一个非字母的文字。此外,英语一直是作家的第一或第二语言。本文研究了两种不同字母文字:波斯语(L1)和瑞典语(L2)的双语儿童的阅读、语言和认知技能与写作流畅性的关系,两种不同体裁:叙述性和描述性。23名4-9年级(10-15岁)的儿童使用Eye and Pen工具制作了四篇课文。采用两种语言的标准化测试来探索参与者的阅读、语言和认知技能。分析表明,他们在第二语言中两种文体的写作都更加流畅。单词阅读似乎有助于两种语言的写作流畅性,而词汇知识只与第一语言的写作流畅性有关。在第一语言和第二语言中,工作记忆和写作流畅性之间没有发现显著的关系。关键词:手写,眼笔,单词理解,工作记忆,词汇,单词阅读
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
L1 Educational Studies in Language and Literature
L1 Educational Studies in Language and Literature EDUCATION & EDUCATIONAL RESEARCH-
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