Développement métalinguistique chez de jeunes enfants bilingues comparés à des monolingues

Auteurs-es

  • Maria Antonietta Pinto University of Rome "La Sapienza"
  • Sonia El Euch Université du Québec à Trois Rivières

DOI :

https://doi.org/10.18192/olbiwp.v8i0.2119

Mots-clés :

développement métalinguistique, bilingues, italien–anglais, italien–français, simultanés/consécutifs

Résumé

Nous présentons deux études sur le développement métalinguistique d’enfants bilingues, les uns italien–anglais, les autres italien–français, avec un même test métalinguistique en plusieurs versions linguistiques. La première étude, menée dans des classes de maternelles et primaires à Londres, a impliqué 118 enfants de quatre et cinq ans, dont 64 bilingues simultanés italien–anglais, et 54 monolingues anglais, tous issus d’un milieu socioculturel favorisé. Les bilingues ont obtenu des résultats métalinguistiques significativement supérieurs aux monolingues, indépendamment de la version linguistique du test (italienne ou anglaise). La deuxième étude a impliqué 101 enfants de cinq ans, dont 47 bilingues italien–français (31 simultanés et 16 consécutifs) fréquentant une école française à Rome, et 54 monolingues, dont 27 étaient des monolingues italiens testés à Rome en version italienne et 27 des monolingues français, testés en version française à Paris. Comme dans la première étude, tous les enfants appartenaient à un milieu favorisé. Les résultats ont montré que les bilingues ont eu de meilleurs résultats que les monolingues indépendamment de la version du test et de la distinction entre simultanés et consécutifs.

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Publié-e

2017-08-08

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