Title :

Bilingual advantage in L3 vocabulary acquisition: evidence of a generalized learning benefit among classroom-immersion children

Author(s) :

Salomé, Florian [Auteur]
Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193
Casalis, Severine [Auteur]
Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193
Commissaire, Eva [Auteur]
Laboratoire de Psychologie des Cognitions [LPC]
Université de Strasbourg [UNISTRA]

Journal title :

Bilingualism: Language and Cognition

Abbreviated title :

Bilingualism

Volume number :

25

Pages :

242-255

Publisher :

Cambridge University Press (CUP)

Publication date :

2022-08

HAL domain(s) :

Sciences cognitives

English abstract : [en]

Abstract The present study explored whether emergent bilingual children showed enhanced abilities to learn L3 vocabulary including written, spoken and conceptual forms compared to monolinguals, and the impact of L2/L3 ...
Show more >Abstract The present study explored whether emergent bilingual children showed enhanced abilities to learn L3 vocabulary including written, spoken and conceptual forms compared to monolinguals, and the impact of L2/L3 cross-language similarities on such an effect. To this end, we contrasted the English word learning performance of French fifth-graders attending either a monolingual school program or a classroom-immersion program with German as an L2. Half of the items to be learned were German/English (L2/L3) cognate words while the other half were monolingual English (L3) words. Learning was assessed with a forced-choice recognition task, a go/no-go auditive recognition task and an orthographic judgment task. Results yielded a generalized bilingual advantage, with classroom-immersion children outperforming monolinguals on all tasks, irrespective of cognateness, except for the orthographic task. These findings advocate for a bilingual advantage in children that is globally not driven by the specific language properties of cognates, except for the written modality.Show less >

Language :

Anglais

Peer reviewed article :

Oui

Audience :

Internationale

Popular science :

Non

Administrative institution(s) :

Université de Lille
CNRS
CHU Lille

Collections :

• Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Research team(s) :

Équipe Langage

Submission date :

2022-02-17T08:02:00Z
2022-02-23T08:51:43Z
2023-12-16T08:58:43Z
2023-12-19T14:24:14Z