Input factors, language experiences and metalinguistic awareness in bilingual children

Cohen, C

Abstract

Previous studies have examined either the input factors predicting language proficiency in
bilingual children or the relationship between bilingualism and metalinguistic awareness.
This thesis takes a novel approach exploring the two areas simultaneously. A study was
conducted to investigate, first, the input factors that may cause variation in bilingual
language proficiency and, secondly, the effects of differing levels of bilingualism on
metalinguistic awareness. The participants were 38 French-English bilingual children
aged six to eight, of middle to high socio-economic status, attending an international
school in France. Data on the children's language experiences and family background
were collected through questionnaires given to parents and children. Language
proficiency was measured using the standardised French and English versions of the
Peabody Picture Vocabulary Test. Metalinguistic awareness was assessed through seven
metalinguistic tasks each given in both languages. The findings are discussed in relation
to Bialystok's (1986a) analysis and control framework and Cummins' (1976) threshold
hypothesis.
The results indicated a strong association between language exposure estimates and
language proficiency measures for each language. Furthermore, the child's stronger
language was shown to be a reliable predictor of variables related to language use,
including the language used with peers and the language the child finds easier to speak.
The results for metalinguistic awareness were generally consistent with Bialystok's and
Cummins' predictions. High level balanced bilinguals outperformed dominant bilinguals
on high control tasks and on certain analysis tasks, but only when the child's best score,
sometimes coming from the weaker language, was considered. A strong relationship was
found between the language proficiency measures and the analysis tasks. Likewise,
children scoring above the median on each of the Peabody tests generally outperformed
those scoring below on analysis tasks. Overall, the results indicate that proficiency in each
language, as well as degree of bilingualism, impact on metalinguistic awareness.

Citation

Cohen, C. Input factors, language experiences and metalinguistic awareness in bilingual children. (Thesis). Salford : University of Salford

• Thesis Type: Thesis
• Deposit Date: Oct 3, 2012
• Publicly Available Date: Oct 3, 2012
• Award Date: Jan 1, 2011