Bilingualism and Reading in a Native Language

1. Bilingualism and Reading in a Native Language By Stacy Colwell

2. Foreign Language: A valuable commodity • Increased pressure to keep up with educational systems of Asia and Europe • Growing number of non-native English speakers in the United States

3. Problem • Not enough foreign language instruction to compete globally • Language programs begin too late in school to result in language proficiency • Increased pressure to produce in standardized tests • Does learning a foreign language negatively affect reading ability in the native language?

4. Research Questions • What is the relationship between the acquisition of a second language for native English speakers and reading ability in the native language?
 • Do middle school foreign language students score higher on standardized tests in reading than their monolingual counterparts?

5. Significance of Study Determine whether or not foreign language negatively affects reading ability • Increase communication • Compete on a global level • Save time, energy, and money

6. Literature Review • BIA+ Model • distinct word identification and task/decision systems • language is nonselective • bottom-up processing (Dijkstra & Van Heuven, 2002; Titone et al., 2011; Lagrou, Hartsuiker & Duyck, 2011) • Supported by fMRI and ERP imaging techniques (Van Heuven & Dijkstra, 2010)

7. Literature Review (cont’d) • Second language alters the highly automated skill of reading comprehension in the native language (Van Assche et al., 2009) • Presence of cognates increases rate of word recognition (Van Assche et al., 2011) • Bilinguals faster and more efficient in Attentional Network Task and better with conflicting information (Costa, 2008)

8. Research Methods • Quantitative Nonrandomized Control Group Pretest-Postest Design • Students from two similar middle schools • Geographic location • History of similar standardized test scores • Demographics • Longitudinal Study

9. Research Methods Research Methods Group 1 (control) Group 2 (treatment) • Pretest • Standard curriculum without foreign language instruction • Monitor yearly progress • Pretest • Foreign language instruction starting in 6th grade • Monitor yearly progress

10. Data Collection • At the end of each school year • Standardized test scores in reading • CRCT - Reading • EOCT - 9th Grade Lit / American Literature (reading and literature; reading, listening, speaking and viewing across the curriculum) • Degrees of Reading Power (DRP) test (Carver, 1992)

11. References Ameel, E., Malt, B. C., Storms, G., & Van Assche, F. (2009). Semantic convergence in the bilingual lexicon. Journal of Memory and Language, 60(2), 270-290. Carver, R. P. (1992). What do standardized tests of reading comprehension measure in terms of efficiency, accuracy, and rate? Reading Research Quarterly, 27(4), 347-359. Costa, A., Hernández, M., & Sebastián-Gallés, N. (2008). Bilingualism aids conflict resolution: Evidence from the ANT task. Cognition, 106(1), 59-86. Dijkstra, T. & Van Heuven, W.J.B. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5(1), 175-197. Hale, Andrea D.Henning, Jaime B.Hawkins, Renee O.Sheeley, WesleyShoemaker, LarissaReynolds,Jennifer R.Moch, Christina. (2011). Reading assessment methods for middle-school students: An investigation of reading comprehension rate and maze accurate response rate. Psychology in the Schools, 48(1), 28-36.

12. References (cont’d) Kang, J. Y. (2012). Do bilingual children possess better phonological awareness? investigation of korean monolingual and korean-english bilingual children. Reading and Writing: An Interdisciplinary Journal, 25(2), 411-431. Kieffer, M. J., & Lesaux, N. K. (2012). Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade. Reading and Writing: An Interdisciplinary Journal, 25(2), 347-373. Lagrou, E., Hartsuiker, R. J., & Duyck, W. (2011). Knowledge of a second language influences auditory word recognition in the native language. Journal of Experimental Psychology.Learning, Memory & Cognition, 37(4), 952-965. Lorenzo, F., Moore, P., & Casal, S. (2011). On complexity in bilingual research: The causes, effects, and breadth of content and language integrated learning--A reply to bruton (2011). Applied Linguistics, 32(4), 450-455. Slavin, R. E., & Cheung, A. (2005). A synthesis of research on language of reading instruction for english language learners. Review of Educational Research, 75(2), 247-284.

13. References (cont’d) Tahan, S., Cline, T., & Messaoud-Galusi, S. (2011). The relationship between language dominance and pre-reading skills in young bilingual children in egypt. Reading and Writing: An Interdisciplinary Journal, 24(9), 1061-1087. Titone, D., Libben, M., Mercier, J., Whitford, V., & Pivneva, I. (2011). Bilingual lexical access during L1 sentence reading: The effects of L2 knowledge, semantic constraint, and L1-L2 intermixing. Journal of Experimental Psychology.Learning, Memory & Cognition, 37(6), 1412-1431. Van Assche, E., Drieghe, D., Duyck, W., Welvaert, M., & Hartsuiker, R. J. (2011). The influence of semantic constraints on bilingual word recognition during sentence reading. Journal of Memory and Language, 64(1), 88-107. Van Assche, EvaDuyck, WouterHartsuiker, Robert J.Diependaele, Kevin. (2009). Does bilingualism change native-language reading? cognate effects in a sentence context. Psychological Science (Wiley-Blackwell), 20(8), 923-927. Van Heuven, W. J. B., & Dijkstra, T. (2010). Language comprehension in the bilingual brain: FMRI and ERP support for psycholinguistic models. Brain Research Reviews, 64(1), 104-122.