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Third language English performance at the onset of schooling: effects of bilingualism and exposure in Catalan-Spanish bilingual children
dc.contributor.author | Soto-Corominas, Adriana | |
dc.contributor.author | Segura, Marta | |
dc.contributor.author | Roquet, Helena | |
dc.contributor.author | Navarro, Noelia | |
dc.contributor.author | Met, Yağmur Elif | |
dc.date.accessioned | 2024-06-04T09:25:07Z | |
dc.date.available | 2024-06-04T09:25:07Z | |
dc.date.issued | 2024 | |
dc.identifier.citation | Soto-Corominas, Adriana; Segura, Marta; Roquet, Helena [et al.]. Third language English performance at the onset of schooling: effects of bilingualism and exposure in Catalan-Spanish bilingual children. International Journal of Multilingualism, 2024, p. 1-21. Disponible en: <https://www.tandfonline.com/doi/full/10.1080/14790718.2024.2348714?af=R>. Fecha de acceso: 4 jun. 2024. DOI: 10.1080/14790718.2024.2348714 | ca |
dc.identifier.issn | 1479-0718 | ca |
dc.identifier.uri | http://hdl.handle.net/20.500.12328/4261 | |
dc.description.abstract | Research on the effects of bilingualism on third language (L3) development set in bilingual communities is scarce, outdated, and has provided mixed results. This study investigated the effects of exposure and age of onset of acquisition (AOA) of L3-English, as well as first and second language (L1/L2) skills and use, in the development of L3-English lexical and grammatical receptive abilities in Catalan-Spanish bilingual learners in Catalonia. The study followed a longitudinal design with three data collection times: Times 1 and 2 took place at the onset and the end of Grade 1, respectively, and Time 3 happened at the end of Grade 2. Results showed an overall growth of vocabulary and grammar over the first two years of primary schooling. In addition to testing time, L3-English exposure outside of school predicted higher receptive vocabulary and grammar skills, whereas an older English AOA predicted lower skills. The L1/L2 variables showed different associations to the vocabulary and grammar scores. However, the minoritized language, Catalan, bore a stronger association with the two L3 outcomes than the majority language, Spanish. | ca |
dc.format.extent | 21 | ca |
dc.language.iso | eng | ca |
dc.publisher | Taylor & Francis | ca |
dc.relation.ispartof | International Journal of Multilingualism | ca |
dc.rights | © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis GroupThis is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properlycited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s)or with their consent. | ca |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
dc.subject.other | Habilitats receptives L3 | ca |
dc.subject.other | Efectes del bilingüisme | ca |
dc.subject.other | Exposició | ca |
dc.subject.other | Bilingüisme social | ca |
dc.subject.other | Habilidades receptivas L3 | ca |
dc.subject.other | Efectos del bilingüismo | ca |
dc.subject.other | Exposición | ca |
dc.subject.other | Bilingüismo social | ca |
dc.subject.other | L3 receptive abilities | ca |
dc.subject.other | Bilingualism effects | ca |
dc.subject.other | Exposure | ca |
dc.subject.other | AOA | ca |
dc.subject.other | Social bilingualism | ca |
dc.title | Third language English performance at the onset of schooling: effects of bilingualism and exposure in Catalan-Spanish bilingual children | ca |
dc.type | info:eu-repo/semantics/article | ca |
dc.description.version | info:eu-repo/semantics/publishedVersion | ca |
dc.rights.accessLevel | info:eu-repo/semantics/openAccess | |
dc.embargo.terms | cap | ca |
dc.subject.udc | 81 | ca |
dc.identifier.doi | https://dx.doi.org/10.1080/14790718.2024.2348714 | ca |
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