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Fluency and its relationship with typology, exposure and lexical retrieval in bilingual Persian-Swedish children’s writing
Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
2021 (Engelska)Ingår i: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 21, s. 1-28Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Bilingual literacy not only supports academic success it also contributes to bilingual children's development of identity. However, not all contexts allow children to develop their writing fluency in their first language (L1) to the same degree as in their school language, their second language (L2). Few studies have explored bilingual children's writing fluency in two languages and most studies to date have focussed on Latin scripts, in particular English. The present paper fills this gap by exploring writing fluency of bilingual biscriptal children in the typologically different languages Swedish (official language and main medium of instruction) and Persian (home language). Twenty-three bilingual biscriptal children between the ages of 10-15 wrote four texts each by hand using Eye & Pen, descriptive and narrative, in Persian and Swedish respectively. The final texts and temporal information were used to compute product and process writing fluency. In order to explore writing fluency further, the role of language exposure and lexical retrieval was investigated. A survey was used to explore the participants' exposure at home and participants' lexical retrieval was measured by standardized tasks in each language. An additional qualitative study of three writers focused on what may have caused interruptions in fluency in the two languages. Results show that the children produced more characters, words and clauses and wrote faster, produced longer and more complex bursts in their L2 as compared with their L1. Exposure in L1 was connected with writing fluency in both languages while lexical retrieval was mildly related with fluency in L1. Typological characteristics such as diacritics created pauses and hence interrupted writing fluency in both languages.

Ort, förlag, år, upplaga, sidor
2021. Vol. 21, s. 1-28
Nyckelord [en]
Burst, Different Typologies, Eye and Pen, Handwriting, Pause, Writing Fluency
Nationell ämneskategori
Jämförande språkvetenskap och allmän lingvistik
Identifikatorer
URN: urn:nbn:se:umu:diva-186987DOI: 10.17239/L1ESLL-2021.21.01.12Scopus ID: 2-s2.0-85112826483OAI: oai:DiVA.org:umu-186987DiVA, id: diva2:1588841
Tillgänglig från: 2021-08-30 Skapad: 2021-08-30 Senast uppdaterad: 2022-01-30Bibliografiskt granskad
Ingår i avhandling
1. Two Languages, Two Scripts: Bilingual and Biscriptal Children with and without Reading Difficulties Read and Write in Persian (L1) and Swedish (L2)
Öppna denna publikation i ny flik eller fönster >>Two Languages, Two Scripts: Bilingual and Biscriptal Children with and without Reading Difficulties Read and Write in Persian (L1) and Swedish (L2)
2022 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Alternativ titel[sv]
Två språk, två skriftsystem : Tvåspråkiga barn med och utan lässvårigheter läser och skriver på persiska och svenska
Abstract [en]

The main aim of this dissertation was to explore L1 (Persian) and L2 (Swedish) reading and writing of 26 bilingual biscriptal children with and without reading difficulties (RD) (years 4–9). Previous studies have mainly focused on Latin scripts or one alphabetic and one non-alphabetic script with English as L1 or L2.

Linguistic and cognitive skills related to word reading and writing fluency were analysed through standardised tasks across both languages. Regarding writing, each participant completed four tasks in each language, one narrative and one descriptive. Eye and Pen (EP) software was used to collect writing data and study children’s writing fluency and orthographic features that could disrupt writing fluency in each language. Furthermore, the writing of two bilingual children with RD was analysed through a meaning-making analysis. The EP software was used to investigate their writing processes. Moreover, a questionnaire was designed and interviews were conducted to investigate all the participants’ language and literacy usage and practice at home.

The results demonstrated that both bilingual children with and without RD were more fluent writers in their L2 (Swedish) compared to their L1 (Persian). Furthermore, most children were also more efficient readers in Swedish compared to Persian. The results also suggest that orthographic features could negatively affect children’s reading efficiency and writing fluency. Furthermore, the linguistic and cognitive skills that relate to word reading and writing fluency could vary across languages depending on the orthographic features and orthographic depth of each language. The results also suggest that the extent to which bilingual children with RD can use their knowledge about writing in both languages could depend on the type and extent of their difficulties. The results are analysed in relation to previous research and the educational implications are discussed.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå universitet, 2022. s. 102
Serie
Studier i språk och litteratur från Umeå universitet ; 46
Nyckelord
Reading, Writing, Eye and Pen, Handwriting, Persian, Swedish, Bilinguals, Biscriptals, Writing fluency, Meaning making, Pauses, Bursts, Linguistic skills, Cognitive Skills, Bilingual writers, Reading difficulties, Skrivande, Läsning, Tvåspråkiga barn, Tvåspråkighet, Flerspråkighet, Lässvårigheter, Läsflyt, Avkodning, Pauser, Bursts, Eye and Pen, Loggning, Två skriftsystem, Persiska, Svenska, Handskrift, Meningsskapande, Lingvistiska färdigheter, Kognitiva färdigheter
Nationell ämneskategori
Jämförande språkvetenskap och allmän lingvistik
Forskningsämne
lingvistik
Identifikatorer
urn:nbn:se:umu:diva-192007 (URN)978-91-7855-696-0 (ISBN)978-91-7855-695-3 (ISBN)
Disputation
2022-02-24, Hörsal F, Humanisthuset, Umeå, 10:00 (Engelska)
Opponent
Handledare
Tillgänglig från: 2022-02-03 Skapad: 2022-01-30 Senast uppdaterad: 2022-01-31Bibliografiskt granskad

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Johansson, BaranLindgren, Eva

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