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Should bilingual children learn reading in two languages at the same time or in sequence?
Melody S Berens1, Ioulia Kovelman, Laura-Ann Petitto
1Department of Defense, Washington, D.C. U.S.A.
Bilingual Research Journal
|June 25, 2013
Summary
Learning two languages simultaneously may offer bilingual reading advantages, enhancing skills in areas like irregular word recognition. Sequential dual-language learning, however, better supports phonological awareness and decoding skills.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Education
Background:
- Dual-language learning contexts offer varied approaches to bilingual education.
- Understanding the impact of simultaneous versus sequential language acquisition on reading skills is crucial.
Purpose of the Study:
- To compare the reading and language performance of children in simultaneous (50:50) and sequential (90:10) dual-language programs.
- To assess the benefits of dual-language learning compared to monolingual education.
Main Methods:
- Observing 2nd and 3rd graders in simultaneous and sequential dual-language programs.
- Comparing bilingual students (various home language backgrounds) with matched monolingual English-only students.
- Administering standardized reading and language tasks in English and, for bilinguals, their home language.
Main Results:
- Simultaneous learners excelled in English Irregular Words and Passage Comprehension.
- Sequential learners demonstrated superior performance in English Phonological Awareness and Reading Decoding.
- Children from English-only homes in dual-language programs performed comparably or better than monolingual peers.
Conclusions:
- Simultaneous dual-language learning may facilitate deeper linguistic analysis and reading comprehension.
- Sequential dual-language learning appears to enhance phonological processing and decoding skills.
- Dual-language education, regardless of home language, shows significant benefits for reading development.
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