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Linguistic competence of five and six year olds
Descriptive
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Text
TitleInfo
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Title
Linguistic competence of five and six year olds
SubTitle
analysis of narrative samples of Russian, English and Russian-English bilingual speakers
TitleInfo
(ID = T-2);
(type = alternative)
Title
Analysis of narrative samples of Russian, English and Russian-English bilingual speakers
Identifier
ETD_1789
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051186
Language
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eng
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theses
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Topic
Education
Subject
(ID = SBJ-1);
(authority = ETD-LCSH)
Topic
Bilingualism in children
Subject
(ID = SBJ-1);
(authority = ETD-LCSH)
Topic
Communicative competence in children
Subject
(ID = SBJ-1);
(authority = ETD-LCSH)
Topic
Linguistics
Abstract
To what extent do children developing bilingually show similar grammatical development to their monolingual peers? This study considers overall grammatical development in Russian and English for Russian and English monolingual children and bilingual children at entry to school. The Index of Productive Syntax (IPSyn) was revised and piloted in preparation for this cross-linguistic project. The study evaluates the utility of the revised IPSyn and its potential for studying larger samples of children.
The main question of the study is whether bilingual speakers, exposed to both languages from an early age, are as competent users of their two languages as are their peers who speak a single language at the time they are entering school. The results indicated that statistically, there was no difference between the monolingual and bilingual speakers in their common language as measured by the IPSyn proportionate scores. When examining various categories in the IPSyn measure, the comparison results indicated that in general, bilingual children, as a group, perform as well, and in some categories, better that the monolingual children in either language. The results of the analysis of mixed utterances indicated that bilingual children, overall, were very careful to speak in a language requested to be spoken during storytelling. Most of the instances of mixing came from one child, Vera, when she was engaged in telling the story in English (22.45%). The few instances of mixing produced by other bilingual children were predominantly utterances where the nouns in a different language were inserted.
The current study offers a new way to examine grammatical competencies in English and Russian monolingual and Russian-English bilingual five year olds. The proposed assessment methodology can be useful in tracing the micro-development of language in the ages between 5 and 7 leading to better understanding of the linguistic skills and knowledge children acquire at that age.
The main question of the study is whether bilingual speakers, exposed to both languages from an early age, are as competent users of their two languages as are their peers who speak a single language at the time they are entering school. The results indicated that statistically, there was no difference between the monolingual and bilingual speakers in their common language as measured by the IPSyn proportionate scores. When examining various categories in the IPSyn measure, the comparison results indicated that in general, bilingual children, as a group, perform as well, and in some categories, better that the monolingual children in either language. The results of the analysis of mixed utterances indicated that bilingual children, overall, were very careful to speak in a language requested to be spoken during storytelling. Most of the instances of mixing came from one child, Vera, when she was engaged in telling the story in English (22.45%). The few instances of mixing produced by other bilingual children were predominantly utterances where the nouns in a different language were inserted.
The current study offers a new way to examine grammatical competencies in English and Russian monolingual and Russian-English bilingual five year olds. The proposed assessment methodology can be useful in tracing the micro-development of language in the ages between 5 and 7 leading to better understanding of the linguistic skills and knowledge children acquire at that age.
PhysicalDescription
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electronic resource
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xvi, 246 p. : ill.
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Note
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Ph.D.
Note
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Includes bibliographical references (p. 206-213)
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by Ellina D. Chernobilsky
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Chernobilsky
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Ellina D.
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1968
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Ellina D. Chernobilsky
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McCune
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Lorraine
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chair
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Lorraine McCune
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Curran
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Mary
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Mary Curran
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de la Torre
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Jimmy
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Advisory Committee
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Jimmy de la Torre
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Vihman
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Marylin
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Marylin Vihman
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Rutgers University
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Graduate School - New Brunswick
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school
OriginInfo
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2009
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2009-05
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xx
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Rutgers University Electronic Theses and Dissertations
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ETD
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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Identifier
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doi:10.7282/T3M32W07
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ETD doctoral
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Rights
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The author owns the copyright to this work.
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Copyright protected
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Open
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Non-exclusive ETD license
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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