par Rodríguez-Parra, María José;Buiza, Juan J.J.;Adrián, José Antonio;Alegria Iscoa, Jesus 
Référence Infancia y aprendizaje, 35, 3, page (343-364)
Publication Publié, 2012
Référence Infancia y aprendizaje, 35, 3, page (343-364)
Publication Publié, 2012
Article révisé par les pairs
| Résumé : | Good writing language skills are essential for adequate learning in primary education. Children with a different mother tongue (L1) entering school and learning to read in another language (L2) could have reading and writing learning difficulties. This study evaluates essential components of spoken/written language processing in a sample of 194 participants, 83 Spanish monolinguals (EL1) and 111 Darija-Spanish bilinguals (EL2), in Year 3 of primary education from 4 schools in Ceuta (Spain). Three of the schools had both EL1 and EL2 children and one only EL2 children. The results show no significant difference by group (EL1 vs. EL2) in Spanish orthography and reading, in schools where EL1 and EL2 shared classrooms. However, significant differences were observed between EL1 and EL2 in oralcomprehension skills (e.g. vocabulary and morphosyntax). Analysing the proportion of EL1 children per classroom, we found a significant effect of the school on reading and writing, even though parents' socio-economic and cultural status, selfreported bilingualism, and the use of Darija in the family context were statistically controlled. There was also a significant effect of the school depending on the number of EL1 children per classroom. Children in school A, where there were no monolingual participants, performed significantly worse in Spanish, but well in Darija. Moreover, the significant differences in reading and writing found between the EL2 children attending the four schools disappear when ANOVA analyses are carried out with morphosyntax tasks as covariate. © 2012 Fundación Infancia y Aprendizaje. |
