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Descriptors:
Immigrants; Written Language; Verbal Communication; Grade 5; Followup Studies; French; Literacy; Elementary School Students; Ideology; Ethnography; Oral Language; Second Language Learning; Language Planning; Language Usage; Language of Instruction

Abstract:
In this article, I examine French language instruction in an elementary classroom serving primarily children of Afro-French immigrants in Paris. I show that a prevalent French language ideology privileges written over oral expression and associates full mastery of written French with rational thought and full inclusion in the French polity. This ideology has over two centuries generated particular means for regimenting standard language forms through classroom instruction, inculcating enduring orthographic and grammatical forms, and socializing literary works as models of correct French prose. My field research employed ethnographic principles and data collection techniques including participant ethnographic observation in multiple school and community settings during six months of 2005-2006, with a follow-up study in 2010. Data for this article are taken from ethnographic interviews, field notes, writing samples and audiotaped language classes of a fifth grade class, as well as relevant contextual documentation. Although ethnographic observation confirmed the cultural reproduction of the historically constructed distinction between written and oral French, closer examination of typical classroom sequences in which work with texts was embedded in verbal interaction revealed the shifting and permeable boundaries that existed among varieties of oral and written French language, as the normative structures were enacted but also continually negotiated, ignored or contested by both teacher and children. By regarding "scriptal-schooled" French as a "regime of language" (Kroskrity, 2000), the interweaving of oral and written language performances and their contradictory and contested nature is examined as "dialectically related linguistic practices" (Collins & Blot, 2003, p. 165). By focusing on the multiple appropriations (R. Chartier, 1995) of literacy occurring in the classroom, which tend to blur boundaries between oral and written language, my findings help recast prevailing explanations that assume that reflexive mastery of written French requires severing links with an oral-practical relation to language (Lahire 2008). (Contains 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Technology; Writing (Composition); Mothers; Romanization; Phonological Awareness; Intelligence Quotient; Foreign Countries; Emergent Literacy; Chinese; Reading; Literacy; Children; Scaffolding (Teaching Technique); Alphabets; Written Language

Abstract:
In the present study, maternal Pinyin mediation and its relations with young Chinese children's word reading and word writing development were explored. At time 1, 43 Mainland Chinese children and their mothers were videotaped on a task in which children were asked to write 12 words in Pinyin (a phonological coding system used in Mainland China as an aid to reading Chinese characters) with help from their mothers. The videotapes were later coded on a scale (adapted from Aram & Levin, 2001) of mothers' writing facilitation techniques. Scores on this scale of maternal mediation of Pinyin uniquely explained children's reading of Chinese words, but not writing of Chinese words, after statistically controlling for maternal education and age, and children's non-verbal IQ, age, and phonological awareness. At time 2, 22 of the children from time 1 were further tested on Chinese word reading and word reading task 1 year later. After controlling for children's age and non-verbal IQ, maternal Pinyin mediation uniquely explained 6% of the variance in children's word writing and 7% of the variance in children's word reading performance at time 2. Results underscore the potential importance of the maternal scaffolding role for reading acquisition both theoretically and practically in a domain not previously explored (i.e., use of a common coding system (Pinyin) for learning to read, rather than word reading itself). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Multilingualism; Language Classification; Grade 4; Literacy; Reading Skills; Language Skills; Bilingualism; Correlation; Elementary School Students; Monolingualism; Alphabets; Second Language Learning; Language Proficiency; Written Language; Transfer of Training; French; Immersion Programs; Measures (Individuals); Foreign Countries; Reading Tests; Language Tests; Scores; Comparative Analysis

Abstract:
The relationship between first language (L1) typology, defined as the classification of languages according to their structural characteristics (e.g. phonological systems and writing systems), and the development of second (L2) and third (L3) language skills and literacy proficiency in multilingual children was investigated in this study. The sample included 90 children in Grade 4: tested once at the beginning of Grade 4 (T1) and again at the end of Grade 4 (T2). The children belonged to one of three language groups: English monolinguals, multilinguals who were literate in an alphabetic L1, and multilinguals who were literate in a logographic/syllabary L1. The study examined the extent to which the development of L2 and L3 literacy skills varied primarily as a function of orthographic similarities with the L1. Results revealed that multilingual children who were literate in an alphabetic L1 showed advantages in L2 and L3 reading comprehension. However, there were no differences on tasks that measured word reading and pseudoword reading. A more accurate picture of what facilitates L2 and L3 reading development is enhanced when differences in L2 and L3 proficiency were considered as well. (Contains 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Semitic Languages; African Languages; Language Planning; Islam; Foreign Countries; Literacy; African Culture; History; Religious Education; Phoneme Grapheme Correspondence; Vowels; Alphabets; Written Language

Abstract:
Traditional African literacy practices have often been ignored in the wake of European colonialism and the educational policies of colonial governments. Nonetheless, literacy had been established in parts of Africa following the introduction of Islam. This paper will examine the developments of literacy in pre-colonial West Africa. In this region, literacy was introduced for specifically religious functions associated with the practice of Muslim religion and was conducted in Arabic. The introduction of literacy for religious purposes also gave rise to the development of secular literacy practices in which the practices derived from religious literacy were developed in new contexts, and in African languages. The influence of Islam on literacy in Africa languages gave rise to "Ajami," African language literacy using Arabic script. The development of "Ajami" involved a process of micro-language planning in which individuals educated in Arabic adapted Arabic script to the phonologies of local languages giving rise to variable, unstandardised written system. (Contains 6 tables and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Neurology; Reading Research; Mandarin Chinese; Alphabets; Second Language Learning; Native Language; English; Written Language; Orthographic Symbols; Phoneme Grapheme Correspondence; Brain Hemisphere Functions

Abstract:
In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both neuroanatomical and behavioural evidence from Chinese language reading studies to support our claims. The paper concludes with an argument outlining the need for a universal L2 reading model which can adequately account for readers with diverse L1 orthographic language learning histories. (Contains 1 figure and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Spelling; Vowels; Alphabets; Young Children; Kindergarten; Preschool Children; English Instruction; Differences; Written Language; Foreign Countries

Abstract:
Letter names are stressed in informal and formal literacy instruction with young children in the US, whereas letters sounds are stressed in England. We examined the impact of these differences on English children of about 5 and 6 years of age (in reception year and Year 1, respectively) and US 6 year olds (in kindergarten). Children in both countries spelled short vowels, as in "bag", more accurately than long vowels, as in "gate". The superiority for short vowels was larger for children from England, consistent with the instructional emphasis on letter sounds. Errors such as "gat" for words with long vowels such as "gate" were more common among US children, reflecting these children's use of vowels' names as a guide to spelling. The English children's performance on a letter knowledge task was influenced by the fact that they are often taught letter sounds with reference to lowercase letters and letter names with reference to uppercase letters, and their spellings showed some effects of this practice. Although emphasis on letter sounds as opposed to letter names influences children's patterns of performance and types of errors, it does not make the difficult English writing system markedly easier to master. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grade 1; Elementary School Students; Screening Tests; Alphabets; Phonemic Awareness; Reading Comprehension; Listening Comprehension; Word Recognition; Verbal Communication

Abstract:
The First Grade Baseline Evaluation is an optional tool that can be used at the beginning of the school year to help teachers get to know the reading and language skills of each student. The evaluation is composed of seven screenings. Teachers may use the entire evaluation or choose to use those individual screenings that they find most beneficial for their students. The information can aid teachers in planning instruction that will meet the needs of each student. The First Grade Baseline Evaluation is designed to be given individually to students. It can be used to provide a baseline of a student's reading skills at the beginning of the school year. Because the assessed skills will continue to develop over time, this evaluation may be used multiple times throughout the year to monitor progress. This will allow a teacher to tailor instruction most appropriately. The First Grade Baseline Evaluation addresses skills based on "Indiana's Academic Standards--Grade 1." The evaluation covers skills in: (1) Letter Identification; (2) Letter Sound Identification; (3) Phonemic Awareness; (4) Sight Word Identification; (5) Dictation; (6) Reading Comprehension; and (7) Listening Comprehension. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Phonology; Written Language; Reading Ability; Literacy; Bilingualism; Chinese; Children; Alphabets; Evaluation

Abstract:
The special circumstances of bilingual and second language literacy learning offer investigators an important additional vantage point from which to better understand the components of reading ability. Cross-writing system comparisons complement this perspective. Comparing writing systems and how children learn to read through the medium of each system provides for tests of a number of hypotheses currently under discussion. One particularly instructive series of tests involves the contrast between alphabetic and nonalphabetic writing systems. This review of the research will examine proposals related to the role of phonology in word identification with a special focus on the morphosyllabic/logographic Chinese orthography. A componential, or modular, approach to the study of reading ability will be evaluated in relation to claims made from different perspectives on the question of the activation of phonological representations in reading. In particular, is the Universal Phonological Principle, proposed by C. Perfetti, compatible with a modular approach to the study of reading ability? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Verbal Communication; Speech Communication; Psycholinguistics; Written Language; Psychology; History; Social Psychology; Language Research; Language Usage; Linguistic Theory

Abstract:
There is a standard version of the history of modern mainstream psycholinguistics that emphasizes an extraordinary explosion of research in mid twentieth century under the guidance and leadership of George A. Miller and Noam Chomsky. The narrative is cast as a dramatic shift away from behavioristic principles and toward mentalistic principles based largely on transformational linguistics. A closer view of the literature diminishes the historical importance of behaviorism, shows a prevailing "written language bias" (Linell in "The written language bias in linguistics: Its nature, origins and transformations," Routledge, London, 2005, p. 4) in psycholinguistic research, and elevates some theoretical and empirical thinking of the late nineteenth and the early twentieth centuries on language and language use to a far more important role than has heretofore been acknowledged. In keeping with the theoretical and methodological perspective of the present article, it is particularly appropriate that the German philologist Philipp Wegener be "given his due in the annals of linguistic sciences" (Koerner 1991, p. VI*). In his (1885/1991) "Untersuchungen uber die Grundfragen des Sprachlebens (Investigations regarding the fundamental questions of the life of language"; our translation), he began his philological research with the investigation of actual speaking in everyday settings rather than with analyses of purely formal structure. Moreover, he emphasized understanding language and localized this function in the listener. Compatible with Wegener's own investigations is another aspect of speaking that has been most seriously neglected throughout the history of research on the psychology of verbal communication. For him, as well as for Esper (In C. Murchison [Ed.], "A handbook of social psychology," Clark University Press, Worchester, MA, 1935), the basic and primary genre of dialogical discourse was not ongoing conversation, but the occasional use of speech in association with other activities. Both Buhler ("Sprachtheorie," Fischer, Stuttgart, 1934/1982) and Wittgenstein ("Philosophische Untersuchungen/Philosophical investigations," Basil Blackwell, Oxford, 1958) have also emphasized the importance of the genre of occasional speaking. The article concludes with a discussion of historical shifts in the relationship between psychology and linguistics. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Sign Language; Creativity; Deafness; Hearing Impairments; High School Students; Adolescent Development; Creative Thinking; Comparative Analysis; Verbal Communication; Written Language; English

Abstract:
To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in two domains, figural and verbal, while also adjusting the instructional method in written format, sign language, or spoken English. Deaf students' performance was equal to, or more creative than, hearing students on the figural assessment of divergent thinking, but less creative on the verbal assessment. Additional studies should be conducted to determine whether this was an anomalous finding or one that might contribute to hypotheses yielding effective interventions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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