Analizando procesos cognitivos y de escritura en niños hispano-parlantes que aprenden inglés como segunda lengua y niños canadienses de habla inglesa

  1. O'Shanahan Juan, Isabel
  2. Siegel, Linda S.
  3. Jiménez González, Juan Eugenio
  4. Mazabel, Silvia
Revista:
European journal of education and psychology

ISSN: 1888-8992,  1989-2209

Año de publicación: 2010

Volumen: 3

Número: 1

Páginas: 45-59

Tipo: Artículo

DOI: 10.30552/EJEP.V3I1.37 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: European journal of education and psychology

Objetivos de desarrollo sostenible

Resumen

El objetivo principal de este estudio ha sido analizar los procesos cognitivos y de escritura de niños hispano-parlantes que aprenden el inglés como segunda lengua. Para ello se seleccionó a una muestra de niños canadienses de habla inglesa y otra de hispano-parlantes que reciben instrucción en inglés como segunda lengua en escuelas canadienses del distrito de Vancouver en la provincia canadiense de Columbia Británica (British Columbia). Se tomaron medidas de competencia lingüística (vocabulario y conciencia sintáctica), memoria de trabajo, conciencia fonológica y escritura de palabras y pseudopalabras en inglés para el grupo de monolingües, y las mismas medidas en los idiomas inglés y español para el grupo de hispano-parlantes. Nuestra predicción es que si existe un efecto de transferencia de L1 sobre L2 entonces existiría relación entre los procesos cognitivos y de escritura que se miden en ambas lenguas, y no existirían diferencias significativas en este tipo de medidas que se toman en L2 entre niños canadienses de habla inglesa e hispano-parlante. El principal hallazgo ha sido encontrar que no existen diferencias significativas entre ambos grupos en procesos fonológicos y de escritura de palabras y pseudopalabras, sin embargo, los niños canadienses de habla inglesa presentan mayor competencia lingüística en comparación al grupo de hispano-parlantes ya que obtienen puntuaciones superiores en medidas de vocabulario y de conciencia sintáctica.

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Fuente de los datos: Dialnet