Développement métalinguistique chez de jeunes enfants bilingues comparés à des monolingues
DOI:
https://doi.org/10.18192/olbiwp.v8i0.2119Keywords:
metalinguistic development, young bilinguals, Italian–English, Italian–French, simultaneous/consecutiveAbstract
This paper reports on two studies on metalinguistic development in bilingual Italian–English and Italian–French children, with the use of the same metalinguistic test in different linguistic versions. The first study, conducted in preschool and primary-level classes in London, involved 118 four- and five-year old children, 64 Italian–English bilinguals and 54 English monolinguals, all belonging to a privileged sociocultural background. Bilinguals significantly outperformed monolinguals irrespective of the linguistic version of the test, Italian or English. The second study involved 101 children, 47 of whom were five-year-old Italian–French bilinguals (31 simultaneous and 16 consecutive), enrolled in a French school in Rome, and 54 were monolinguals. Twenty-seven were monolingual Italians tested in Rome in Italian and 27 were monolingual French, tested in Paris in French. All the participants belonged to a privileged milieu. Again, the bilinguals outperformed the monolinguals irrespective of the linguistic version of the test and of the simultaneous/consecutive distinction.
References
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Donaldson, M. (1978). Children’s minds. Glasgow : Collins.
Friesen, D.C., & Bialystok, E. (2012). Metalinguistic ability in bilingual children : The role of executive control, Rivista di Psicolinguistica Applicata/Journal of Applied Psycholinguistics, 12, 47–56.
Gathercole, V.C.M. (1997). The linguistic mass/count distinction as an indicator of referent categorization in monolingual and bilingual children. Child Development, 68, 832-842.
Hakes, D.T. (1980). The development of metalinguistic abilities in children. Berlin : Springer Verlag.
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Jessner, U. (2006). Linguistic awareness in multilinguals. Edinburgh : Edinburgh University Press.
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Kempert, S., Saalbach, H., & Hardy, I. (2011). Cognitive benefits and costs of bilingualism in elementary school students : The case of mathematical word problems. Journal of Educational Psychology, 103, 547–561.
Kroll, J.F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25, 497–514.
Laurent, A., & Martinot, C. (2010). Bilingualism and phonological awareness : The case of bilingual (French–Occitan) children. Reading and Writing, 23, 435–452.
Nicolay, A.-C., & Poncelet, M. (2013). Cognitive advantage in children enrolled in a second-language immersion elementary school program for three years. Bilingualism : Language and Cognition, 16, 597–607.
Peal, E., & Lambert,W. E. (1962). The relation of bilingualism to intelligence. Psychological Monographs, 76, 1–23.
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Pinto, M.A., & El Euch, S. (2015). La conscience métalinguistique : Théorie, développement et instruments de mesure. Québec : Presses de l’Université Laval.
Poarch, G.J., & Bialystok, E. (2015). Bilingualism as a model for multitasking. Developmental Review, 35, 113–124.
Raven, J., Raven, J.C., & Court, J.H. (1998). Raven Manual, Section 2 (Coloured Progressive Matrices). Oxford : Oxford Psychologist Press.
Schuele, C.M. (2001). Socioeconomic influences on children’s language acquisition. Journal of Speech-Language Pathology and Audiology, 25, 77–88.
Tunmer, W.E., Pratt, C., & Herriman, M.L. (1984). Metalinguistic awareness in children: Theory, research and implications. Berlin : Springer Verlag.
Verhagen, J., Mulder, H., & Leseman, P.P.M. (2017). Effects of home language environment on inhibitory control in bilingual three-year-old children. Bilingualism: Language and Cognition, 20, 114–127.
Verhoeven, L. (2007). Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28, 425–439.
Ahmadian,M., Bahrami, L.,& Amini, S.-M. (2016). A comparative study of the phonological awareness of pre-school Persian monolingual and Turkish-Persian bilingual children. Theory and Practice in Language Studies, 6, 501–509.
Antoniou, K., Grohmann, K.K., Kambanaros, M., & Katsos, N. (2016). The effect of childhood bilectalism and multilingualism on executive control. Cognition, 149, 18–30.
Barac, R., & Bialystok, E. (2012). Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education. Child Development, 83, 413–422.
Barac, R., Bialystok, E., Castro, D.C., & Sanchez, M. (2014). The cognitive development of young dual language learners : A critical review. Early Childhood Research Quarterly, 29, 699–714.
Ben-Zeev, S. (1977). The influence of bilingualism on cognitive strategy and cognitive development. Child Development, 48, 1009–1018.
Bernstein, B. (1971). Class, codes and control. Vol. 1 : Theoretical studies towards a sociology of language. London : Routledge and Kegan Paul.
Bernstein, B. (Ed.) (1973). Class, codes and control. Vol. 2 : Applied studies towards a sociology of language. London : Routledge and Kegan Paul.
Bernstein, B. (1975). Class, codes and control. Vol. 3 : Towards a theory of educational transmissions. London : Routledge and Kegan Paul.
Bernstein, B. (1996). Pedagogy, symbolic control and identity : Theory, research, critique. London & Bristol Taylor & Francis.
Bialystok, E. (1986). Children’s concept of word. Journal of Psycholinguistic Research, 15, 13–32.
Bialystok, E. (2001). Bilingualism in development : Language, literacy, and cognition. New York : Cambridge University Press.
Bialystok, E. (2004). The impact of bilingualism on language and literacy development. Dans T.K. Bathia & W.C. Ritchie (Éds.), The handbook of bilingualism (pp. 577–601). Oxford : Blackwell.
Bialystok, E. (2007). Acquisition of literacy in bilingual children : A framework for research. Language Learning, 57, 45–77.
Bialystok, E. (2009). Bilingualism : The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12 (1), 3–11.
Bialystok, E. (2011). Reshaping the mind : The benefits of bilingualism. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 65 (4), 229-235.
Bialystok, E. (2015). Bilingualism and the development of executive function : The role of attention. Child Development Perspectives, 9 (2), 117–121.
Bialystok, E., & Barac, R. (2012). Emerging bilingualism : Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122, 67–73.
Bialystok, E., Luk, G., Peets, K.F.,& Yang, S. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism : Language and Cognition, 13, 525–531.
Bialystok, E., & Majumder, S. (1998). The relationship between bilingualism and the development of cognitive processes in problem solving. Applied Psycholinguistics, 19, 69–85.
Bialystok, E., Majumder, S., & Martin, M.M. (2003). Developing metalinguistic awareness: Is there a bilingual advantage ? Applied Psycholinguistics, 24, 27–44.
Bialystok, E., Peets, K.E., & Moreno, S. (2014). Producing bilinguals through immersion education : Development of metalinguistic awareness, Applied Psycholinguistics, 35, 177–191.
Blom, E., Küntay, A.C., Messer, M., Verhagen, J., & Leseman, P. (2014). The benefits of being bilingual :Working memory in bilingual Turkish–Dutch children. Journal of Experimental Child Psychology, 128, 105–119.
Brédart, S., & Rondal, J.A. (1982). L’analyse du langage chez l’enfant : Les activités métalinguistiques. Bruxelles, Mardaga.
Bruck, M., & Genesee, F. (1995). Phonological awareness in young second language learners. Journal of Child Language, 22, 307–324.
Calvo, A., & Bialystok, E. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition, 130, 278–288.
Campbell, R., & Sais, E. (1995). Accelerated metalinguistic (phonological) awareness in bilingual children. British Journal of Developmental Psychology, 13, 61–68.
Chen, X., Ramirez, G., Luo, Y.C.,Geva, E.,&Ku, Y.-M. (2012). Comparing vocabulary development in Spanish- and Chinese-speaking ELLs : The effects of metalinguistic and sociocultural factors. Reading and Writing, 25, 1991–2020.
Crivello, C., Kuzyk, O., Rodrigues, M., Friend, M., Zesiger, P., & Poulin-Dubois, D. (2016). The effects of bilingual growth on toddlers’ executive function. Journal of Experimental Child Psychology, 141, 121–132.
Cummins, J. (1978). Bilingualism and the development of metalinguistic awarness. Journal of Cross-Cultural Psychology, 9, 131–149.
Donaldson, M. (1978). Children’s minds. Glasgow : Collins.
Friesen, D.C., & Bialystok, E. (2012). Metalinguistic ability in bilingual children : The role of executive control, Rivista di Psicolinguistica Applicata/Journal of Applied Psycholinguistics, 12, 47–56.
Gathercole, V.C.M. (1997). The linguistic mass/count distinction as an indicator of referent categorization in monolingual and bilingual children. Child Development, 68, 832-842.
Hakes, D.T. (1980). The development of metalinguistic abilities in children. Berlin : Springer Verlag.
Haznedar, B. (2015). Cognitive and linguistic aspects of learning a second language in the early years. Dans S. Mourão & M. Lourenço (Éds.), Early years second language education : International perspectives on theory and practice (pp. 15–28). New York : Routledge/Taylor & Francis Group.
Ianco-Worrall, A. (1972). Bilingualism and cognitive development. Child Developement, 43, 1390–1400.
Jessner, U. (2006). Linguistic awareness in multilinguals. Edinburgh : Edinburgh University Press.
Karmiloff-Smith, A. (1992). Beyond modularity : A developmental perspective on cognitive science. Cambridge, MA : MIT Press.
Kempert, S., Saalbach, H., & Hardy, I. (2011). Cognitive benefits and costs of bilingualism in elementary school students : The case of mathematical word problems. Journal of Educational Psychology, 103, 547–561.
Kroll, J.F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25, 497–514.
Laurent, A., & Martinot, C. (2010). Bilingualism and phonological awareness : The case of bilingual (French–Occitan) children. Reading and Writing, 23, 435–452.
Nicolay, A.-C., & Poncelet, M. (2013). Cognitive advantage in children enrolled in a second-language immersion elementary school program for three years. Bilingualism : Language and Cognition, 16, 597–607.
Peal, E., & Lambert,W. E. (1962). The relation of bilingualism to intelligence. Psychological Monographs, 76, 1–23.
Pinto, M.A., & Candilera, G. (2000). La valutazione del primo sviluppo metalinguistico. Il Tam-1 : Test di abilità metalinguistiche n.1 : 4-6 anni. Manuale di istruzioni. Roma : FrancoAngeli.
Pinto, M.A., Titone, R., & Trusso, F. (1999). Metalinguistic awareness : Theory, development and measurement instruments. Roma : Istituti Editoriali e Poligrafici Internazionali.
Pinto, M.A., & El Euch, S. (2015). La conscience métalinguistique : Théorie, développement et instruments de mesure. Québec : Presses de l’Université Laval.
Poarch, G.J., & Bialystok, E. (2015). Bilingualism as a model for multitasking. Developmental Review, 35, 113–124.
Raven, J., Raven, J.C., & Court, J.H. (1998). Raven Manual, Section 2 (Coloured Progressive Matrices). Oxford : Oxford Psychologist Press.
Schuele, C.M. (2001). Socioeconomic influences on children’s language acquisition. Journal of Speech-Language Pathology and Audiology, 25, 77–88.
Tunmer, W.E., Pratt, C., & Herriman, M.L. (1984). Metalinguistic awareness in children: Theory, research and implications. Berlin : Springer Verlag.
Verhagen, J., Mulder, H., & Leseman, P.P.M. (2017). Effects of home language environment on inhibitory control in bilingual three-year-old children. Bilingualism: Language and Cognition, 20, 114–127.
Verhoeven, L. (2007). Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28, 425–439.
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