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

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

ISSN: 1888-8992

Year of publication: 2010

Volume: 3

Issue: 1

Pages: 45-59

Type: Article

Export: RIS
DOI: 10.30552/ejep.v3i1.37 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

The principal purpose of this study has been to analyze the cognitive processes and spelling skills in Spanish-speaking English-language learners. A sample of English-speaking Canadian learners and Spanish-speaking English-language learners was selected from different Canadian schools in the Vancouver District within British Columbia's province. We examined cognitive and spelling skills of English-speaking students and Spanish-speaking English language learners in the primary grades. We hypothesized that there would be a positive transfer from cognitive and linguistic processes from L1 to L2 spelling skills development, if no significant differences were observed among native English speakers and Spanish-language learners on these measures. There were no significant differences between the English �language learners and the native English speakers on measures of phonological awareness and spelling skills. However, English-speaking Canadian learners performed better than Spanish-speaking English-language learners on vocabulary and syntactic awareness.

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