A Study of Print Cognition and Receptive Vocabulary Development of Children Raised in a Bilingual Environment

バイリンガル　カンキョウ　ニ　アル　ヨウジ　ノ　モジ　ガイネン　ニンチ　ト　ジュヨウ　ゴイ　ノ　ハッタツ　チョウサ

ノリツグ, フミコ

Noritsugu, Fumiko

Mother Tongue, Heritage Language, and Bilingual Education Research Association

ボゴ　ケイショウゴ　バイリンガル　キョウイク　ケンキュウカイ　MHB　ケンキュウカイ

文字概念

受容語彙

メタ言語能力

プリスクール

The purpose of this study is to investigate how children in bilingual environments develop their linguistic abilities and whether the process is different from that of monolingual children. Two groups of children between the ages of 4-6years old were tested for (1) their understanding of concepts of print, and (2) their levels of receptive vocabulary. No difference was found in the tests between the two groups in terms of understanding the concepts of print, which is contrary to the findings of the earlier studies. The results with receptive vocabulary showed that the bilingual children were more advanced than their monolingual peers. It is often said that bilingual environments would disturb children's vocabulary development; however, the outcomes of this study did not support the notion.