Bilingualism and Reading in a Native Language

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Bilingualism and Reading in a Native Language

• By Stacy Colwell

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Foreign Language A valuable commodity

• Increased pressure to keep up with educational
  systems of Asia and Europe
• Growing number of non-native English speakers in
  the United States

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Problem

• Not enough foreign language instruction to
  compete globally
• Language programs begin too late in school to
  result in language proficiency
• Increased pressure to produce in standardized
  tests
• Does learning a foreign language negatively
  affect reading ability in the native language?

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Research Questions

• What is the relationship between the acquisition
  of a second language for native English speakers
  and reading ability in the native language??
• Do middle school foreign language students score
  higher on standardized tests in reading than
  their monolingual counterparts?

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Significance of Study

• Determine whether or not foreign language
  negatively affects reading ability
• Increase communication
• Compete on a global level
• Save time, energy, and money

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Literature Review

• BIA Model
• distinct word identification and task/decision
  systems
• language is nonselective
• bottom-up processing
• (Dijkstra Van Heuven, 2002 Titone et al.,
  2011 Lagrou, Hartsuiker Duyck, 2011)
• Supported by fMRI and ERP imaging techniques (Van
  Heuven Dijkstra, 2010)

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Literature Review (contd)

• Second language alters the highly automated skill
  of reading comprehension in the native language
  (Van Assche et al., 2009)
• Presence of cognates increases rate of word
  recognition (Van Assche et al., 2011)
• Bilinguals faster and more efficient in
  Attentional Network Task and better with
  conflicting information (Costa, 2008)

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Research Methods

• Quantitative Nonrandomized Control Group
  Pretest-Postest Design
• Students from two similar middle schools
• Geographic location
• History of similar standardized test scores
• Demographics
• Longitudinal Study

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Research Methods
Research Methods
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Data Collection

• At the end of each school year
• Standardized test scores in reading
• CRCT - Reading
• EOCT - 9th Grade Lit / American Literature
  (reading and literature reading, listening,
  speaking and viewing across the curriculum)
• Degrees of Reading Power (DRP) test (Carver,
  1992)

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References

• Ameel, E., Malt, B. C., Storms, G., Van Assche,
  F. (2009). Semantic convergence in the bilingual
  lexicon. Journal of Memory and Language, 60(2),
  270-290.
• Carver, R. P. (1992). What do standardized tests
  of reading comprehension measure in terms of
  efficiency, accuracy, and rate? Reading Research
  Quarterly, 27(4), 347-359.
• Costa, A., Hernández, M., Sebastián-Gallés, N.
  (2008). Bilingualism aids conflict resolution
  Evidence from the ANT task. Cognition, 106(1),
  59-86.
• Dijkstra, T. Van Heuven, W.J.B. (2002). The
  architecture of the bilingual word recognition
  system From identification to decision.
  Bilingualism Language and Cognition, 5(1),
  175-197.
• Hale, Andrea D.Henning, Jaime B.Hawkins, Renee
  O.Sheeley, WesleyShoemaker, LarissaReynolds,Jennif
  er R.Moch, Christina. (2011). Reading assessment
  methods for middle-school students An
  investigation of reading comprehension rate and
  maze accurate response rate. Psychology in the
  Schools, 48(1), 28-36.

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References (contd)

• Kang, J. Y. (2012). Do bilingual children possess
  better phonological awareness? investigation of
  korean monolingual and korean-english bilingual
  children. Reading and Writing An
  Interdisciplinary Journal, 25(2), 411-431.
• Kieffer, M. J., Lesaux, N. K. (2012). Knowledge
  of words, knowledge about words Dimensions of
  vocabulary in first and second language learners
  in sixth grade. Reading and Writing An
  Interdisciplinary Journal, 25(2), 347-373.
• Lagrou, E., Hartsuiker, R. J., Duyck, W.
  (2011). Knowledge of a second language influences
  auditory word recognition in the native language.
  Journal of Experimental Psychology.Learning,
  Memory Cognition, 37(4), 952-965.
• Lorenzo, F., Moore, P., Casal, S. (2011). On
  complexity in bilingual research The causes,
  effects, and breadth of content and language
  integrated learning--A reply to bruton (2011).
  Applied Linguistics, 32(4), 450-455.
• Slavin, R. E., Cheung, A. (2005). A synthesis
  of research on language of reading instruction
  for english language learners. Review of
  Educational Research, 75(2), 247-284.

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References (contd)

• Tahan, S., Cline, T., Messaoud-Galusi, S.
  (2011). The relationship between language
  dominance and pre-reading skills in young
  bilingual children in egypt. Reading and Writing
  An Interdisciplinary Journal, 24(9), 1061-1087.
• Titone, D., Libben, M., Mercier, J., Whitford,
  V., Pivneva, I. (2011). Bilingual lexical
  access during L1 sentence reading The effects of
  L2 knowledge, semantic constraint, and L1-L2
  intermixing. Journal of Experimental
  Psychology.Learning, Memory Cognition, 37(6),
  1412-1431.
• Van Assche, E., Drieghe, D., Duyck, W., Welvaert,
  M., Hartsuiker, R. J. (2011). The influence of
  semantic constraints on bilingual word
  recognition during sentence reading. Journal of
  Memory and Language, 64(1), 88-107.
• Van Assche, EvaDuyck, WouterHartsuiker, Robert
  J.Diependaele, Kevin. (2009). Does bilingualism
  change native-language reading? cognate effects
  in a sentence context. Psychological Science
  (Wiley-Blackwell), 20(8), 923-927.
• Van Heuven, W. J. B., Dijkstra, T. (2010).
  Language comprehension in the bilingual brain
  FMRI and ERP support for psycholinguistic models.
  Brain Research Reviews, 64(1), 104-122.