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- Date de réalisation : 19 Juin 2017
- Durée du programme : 16 min
- Classification Dewey : Bilinguisme, multilinguisme
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- Catégorie : Conférences
- Niveau : niveau Master (LMD), niveau Doctorat (LMD), Recherche
- Disciplines : Linguistique, Disciplines connexes (sociolinguistique, psycholinguistique…)
- Collections : Bilinguisme contre monolinguisme : une nouvelle perspective sur les limites de l'acquisition de L2
- ficheLom : Voir la fiche LOM
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- Auteur(s) : BONTEMPS Marie
- producteur : Université Toulouse-Jean Jaurès-campus Mirail
- Réalisateur(s) : SARAZIN Claire
- Editeur : SCPAM / Université Toulouse-Jean Jaurès-campus Mirail
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- Langue : Anglais
- Mots-clés : multilinguisme, langue maternelle et langue seconde (enseignement des langues), étude et enseignement (locuteurs du français)
- Conditions d’utilisation / Copyright : Tous droits réservés aux auteurs et à l'Université Toulouse Jean Jaurès.

Monolingual and multilingual learners of French. What are the effects of language background on spelling? / Marie Bontemps
Dans la même collection



















Monolingual and multilingual learners of French. What are the effects of language background on spelling? / Marie Bontemps
Monolingual and multilingual learners of French. What are the effects of language background on spelling? / Marie Bontemps, in colloque "Bilingualism vs. monolingualism: a new perspective on limitations to L2 acquisition" organisé par le laboratoire Octogone-Lordat sous la responsabilité de Barbara Köpke (UT2J), Holger Hopp (Technische Universität Braunschweig), Tanja Kupisch (Universität Konstanz), Université Toulouse Jean Jaurès, 19-20 juin 2017.
For
an optimal learning of the written language, children have to master the oral
language (Ouelette & Sénéchal, 2008). However, some studies show that
multilingual children, who fully master their second language, encounter more
difficulties at school, in particular on reading (Han, 2012). Teachers tend to
categorize children from bi-/multilingual families as being at risk for writing
delays (Kolne et al, 2016). However, evidence shows that bilingualism might not
have a negative impact on decoding or spelling abilities (Bialystok et al,
2012).
The
purpose of this study is to evaluate the impact of oral language background and
language behaviour at home, or parental
education have on spelling in beginning writers of French. This study examined spelling knowledge using
the BELO (George & Pech-Georgel, 2006) in 73 children (Table 1) at the end of 2nd grade. These children were recruited
from the French public school system in a suburb of Montreal, and exhibited a
wide range of immigration and linguistic profiles. Based on previous research
(Han, 2012) we expected that slight differences between multilingual (MUL who
speak at least another language 10% to 100% of the time at home) and French
monolingual (MON) participants would be seen on spelling errors.
A
telephone interview was conducted with parents to obtain demographic, literacy,
health and language information via standard questionnaires. This interview
served to identify parental education level, the number of spoken languages at
home, languages spoken by siblings and exposure to the French language.
To
describe the spelling errors found in the test, we developed an analytical
framework of spelling errors. These were grouped as phonological, lexical or
morphological. These data were then correlated with 1. parental education, 2.
exposure to languages other than French, 3. number of spoken languages at home
or 4. number of languages spoken by siblings (Table 1).
Results
show no correlations between spelling abilities and the above-mentioned
measures. Regardless of background, all children produce similar types and
numbers of spelling errors. We thus realised another analysis for spelling
errors on the BELO. Based on average number of errors two groups were formed;
the first includes children within the average (AVR) and the second, those
below 1.5SD (DIFF). The DIFF group make many more errors than the AVR group, X2(2, N = 1187) = 58,24, p <
.001 (Table 2). But also, make
atypical spelling errors signaling potential pathological behaviour. Error
patterns will be discussed in our presentation.
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