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Abstract Cross-linguistic interactions are the hallmark of bilingual development. Theoretical perspectives highlight the key role ofcross-linguistic distancesandlanguage structurein literacy development. Despite the strong theoretical assumptions, the impact of such bilingualism factors in heritage-language speakers remains elusive given high variability in children's heritage-language experiences. A longitudinal inquiry of heritage-language learners of structurally distinct languages – Spanish–English and Chinese–English bilinguals (N= 181,Mage= 7.57, measured 1.5 years apart) aimed to fill this gap. Spanish–English bilinguals showed stronger associations between morphological awareness skills across their two languages, across time, likely reflecting cross-linguistic similarities in vocabulary and lexical morphology between Spanish and English. Chinese–English bilinguals, however, showed stronger associations between morphological and word reading skills in English, likely reflecting the critical role of morphology in spoken and written Chinese word structure. The findings inform theories of literacy by uncovering the mechanisms by which bilingualism factors influence child literacy development.
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To what extent does the general public endorse language myths?
Abstract This paper reports on an investigation of adults' level of endorsement of 18 language myths, including myths about non‐mainstream dialects of English, children's language development, bilingualism, linguistic diversity across the world, the use of English in the language arts, and the job of a linguist. Participants (N = 187) read short vignettes of situations related to each misconception and were asked to justify their assessment of the situation. Responses were coded according to whether they endorsed the myth within the situation. Results showed that endorsement of language myths was highly dependent on the specific myth. Some myths were strongly endorsed (e.g. myths related to linguistic prejudice and children's language development), others were strongly rejected (e.g. myths related to the harmful nature of bilingualism), and others received a mixed pattern of endorsement and rejection. We discuss how this snapshot of public understanding can help linguists target their efforts at public education.
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- PAR ID:
- 10420831
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- Language and Linguistics Compass
- Volume:
- 17
- Issue:
- 3
- ISSN:
- 1749-818X
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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