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Phonological awareness in young second language learners

M Bruck1, F Genesee

  • 1Department of Psychology, McGill University, Montreal, Quebec, Canada.

Journal of Child Language
|June 1, 1995
PubMed
Summary
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Bilingual children in French schools showed stronger early phonological awareness skills, particularly in onset-rime. By first grade, differences emerged, with monolingual children excelling in phoneme awareness and bilingual children in syllable segmentation.

Area of Science:

  • Child Development
  • Linguistics
  • Education

Background:

  • Phonological awareness is crucial for literacy development.
  • Bilingualism may influence the development of phonological skills.
  • Understanding these influences is key for educational strategies.

Purpose of the Study:

  • To compare phonological awareness skills in bilingual (French-English) and monolingual (English) children.
  • To investigate developmental changes in phonological awareness from kindergarten to first grade.
  • To explore the impact of bilingual education on specific phonological skills.

Main Methods:

  • Longitudinal study comparing two groups of English-speaking children.
  • Phonological awareness tests administered in kindergarten and first grade.

Related Experiment Videos

  • Age-matched groups: bilingual (French schools) and monolingual (English schools).

    • Main Results:

    • Bilingual children demonstrated superior onset-rime awareness in kindergarten.
    • In first grade, monolingual children scored higher in phoneme awareness.
    • Bilingual children showed higher syllable segmentation skills in first grade.

    Conclusions:

    • Early bilingualism may enhance certain aspects of phonological awareness (onset-rime, syllable segmentation).
    • Literacy instruction in the dominant language appears to boost phoneme awareness.
    • Second language exposure may uniquely shape phonological skill development.