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Οι πρώιμα δίγλωσσοι ελληνο-αγγλόφωνοι μαθητές. Η σχέση του διγλωσσικού αλφαβητισμού τους με την αναγνωστική τους επίδοση στις δυο γλώσσες και τη στάση τους ως προς την ελληνική και την αγγλική γλώσσα: Μια συγκριτική μελέτη
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| Identifier | 000276423 | |||
| Title | Οι πρώιμα δίγλωσσοι ελληνο-αγγλόφωνοι μαθητές. Η σχέση του διγλωσσικού αλφαβητισμού τους με την αναγνωστική τους επίδοση στις δυο γλώσσες και τη στάση τους ως προς την ελληνική και την αγγλική γλώσσα: Μια συγκριτική μελέτη | |||
| Author | Μπουνιαλέτου, Αικατερίνη Μ | |||
| Thesis advisor | Χατζηδάκη, Ασπασία | |||
| Abstract |
Also data on their parents’ attitudes to the Greek and the English language and the literacy practices they employ, were collected. The study was conducted in April 2003. For the purpose of this study thirty-nine bilingual students who attended the elementary schools in the districts of Heraklio and Lasithi were identified and matched on age, and gender with thirty-nine monolingual peers. Twenty-one of them formed the experimental group of the bilinguals who attend English courses and eighteen the experimental group of the bilinguals who do not attend English courses. For each of the afore-mentioned groups, two equivalent control groups consisting of their monolingual peers were formed. Seventy-eight students participated in the study. Reading ability tests in the Greek language were administered to all the subjects and tests on the reading ability in the English language were also administered to the bilingual students. Information about the bilingual students’ attitudes to the Greek and the English language, as well as, on the choice and use of the two languages were collected by means of the students’ questionnaires. Data on their parents’ attitudes to the Greek and the English language and the literacy practices they employ, were collected by means of the parents’ questionnaires. The results of this study show that: 1. The reading ability of the bilingual children in the Greek language does not differ from the reading ability of their monolingual peers. 2. As far as their reading ability in English is concerned, the performance of the bilingual students who attend English language courses is better than that of their peers who do not attend English language courses in the third grade. On the other hand, the performance of the two groups of the bilingual students does not differ in the sixth grade. 3. An important finding is that the bilingual children are favourably disposed towards both the Greek and the English language. 4. Additionally, it was ascertained that the two groups of parents of the bilingual students employ the same literacy practices. From this study several conclusions can be drawn. First, it can be concluded that bilingualism is not a factor that delays the development of the reading ability, at least in the language used as a means of instruction, the Greek language in this case. The reading ability in English seems to be influenced by the attendance of English language courses at least initially. However, the findings are consistent with the hypothesis that there is a threshold level the children have to surpass in order to be able to transfer their reading ability in Greek to their reading ability in the English language. To summarize our findings we can claim that the bilingual children in our study experience an additive type of bilingualism and identify with both language groups to which their parents belong. |
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| Language | Greek | |||
| Issue date | 2004 | |||
| Collection | School/Department--School of Education--Department of Primary education--Post-graduate theses | |||
| Type of Work--Post-graduate theses | ||||
| Views | 221 | |||
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