Children learning Chinese must cope with an opaque orthography lacking transparent relations between oral pronunciations and written characters: a challenge heightened for L2 learners. Use of digital Pinyin input may facilitate connections between oral and written language by allowing learners to access vocabulary they cannot yet write. We…

Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English…

Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English…

The relationship between first language (L1) typology, defined as the classification of languages according to their structural characteristics (e.g. phonological systems and writing systems), and the development of second (L2) and third (L3) language skills and literacy proficiency in multilingual children was investigated in this study. The…

The present study investigated the efficacy of early English immersion in the Shi Da Fu Elementary School in Xi'an, China. Three hundred and fifty one students were tested in Grades 1-6. There were two main purposes that motivated this longitudinal and cross-sectional study. The first goal was to compare the L1 and L2 language and literacy…

This study analyzed informal Finnish compositions written by the first pupils in Vaasa (Finland) who were taught Swedish by immersion method and the compositions of their parallel class. Compositions in the fourth and fifth forms were compared. The immersion pupils were taught mostly in Swedish, while their peers in the parallel group were taught…

Reports a study of Japanese students learning English in Japan. Supports the notion that the necessity to communicate forces learners to notice linguistic problems, and that noticing a problem can push learners to modify their original input. Through this cognitive process, learners acquire second languages, especially the ability to produce oral…

Reports on a study that monitored and corrected the writing of bilingual Fransaskois students and immersion graduates in the same class. The study's objectives were to determine whether francophones and anglophones made similar or different mistakes and whether the two groups could be taught together without prejudice. Both groups made similar…