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E-raamat: From Bilingual to Biliterate: Secondary Discourse Abilities in Bilingual Children's Story Telling: Evidence from Greek Heritage Language Speakers in Germany and the United States

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From Bilingual to Biliterate: Secondary Discourse Abilities in Bilingual Children's Story Telling: Evidence from Greek Heritage Language Speakers in Germany and the United StatesSuurem pilt
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This study investigates the oral and written story productions of 56 10–12-year-old Greek-German and Greek-English bilingual children in order find out to which extent their narrative abilities develop conjointly across their two languages and which factors affect this. Quantitative and qualitative measures of narrative discourse ability are related to a composite score of bilingual language dominance (Bilingual Index Score). Results indicate that the degree to which bilinguals can share abilities across their two languages is highly dependent on the type of ability and the degree of dominance and – to a lesser degree – on crosslinguistic differences and modality of production. As such, this study reveals nontrivial implications for the educational support of bi- and multilingual children.



This study investigates the oral and written story productions of 10–12-year-old Greek-German and Greek-English bilingual children growing up in Germany and the US. It indicates that bilinguals can share narrative abilities in both modes of production, if educational support is adequate and bilingual language dominance in not too pronounced.

List of Figures
13(2)
List of Tables
15(2)
List of Abbreviations
17(2)
1 Introduction
19(10)
1.1 Why narrative discourse?
20(2)
1.2 Why bilingualism?
22(1)
1.3 Why biliteracy?
23(2)
1.4 Aims of the study
25(1)
1.5 Organization of the thesis
26(3)
2 Bilingual narrative discourse ability: Theoretical Considerations and Empirical Findings
29(98)
2.1 Narrative Discourse Ability: From primary to secondary discourse ability
29(40)
2.1.1 Secondary Discourse Ability as a subcomponent of literacy
29(6)
2.1.2 Narrative discourse ability: From knowing to telling
35(2)
2.1.3 Sub-components of narrative discourse ability
37(1)
2.1.3.1 Content knowledge
38(2)
2.1.3.2 Contextual knowledge
40(1)
2.1.3.3 Macrostructural knowledge
41(4)
2.1.3.4 Linguistic knowledge
45(6)
2.1.3.5 The integration of sub-components of narrative discourse ability
51(4)
2.1.4 Task effects in children's narrative discourse productions
55(1)
2.1.4.1 General review of task effects in children's narrative productions
55(6)
2.1.4.2 Modality effects in children's oral and written narrative productions
61(8)
2.2 Narrative development in bilingual children -- an overview
69(34)
2.2.1 Characteristic Features of Bilingual Language development
69(1)
2.2.1.1 The distributed nature of bilingual experience: a source of bilingual language dominance
70(6)
2.2.1.2 The distributed nature of bilingual experience: a source of crosslinguistic interaction
76(5)
2.2.2 Literacy in bilingual development: Thresholds and Interdependencies
81(1)
2.2.2.1 Oral language thresholds in bilingual literacy development
81(3)
2.2.2.2 Crosslinguistic interdependence in bilingual literacy development
84(6)
2.2.3 Profile effects in bilingual narrative discourse ability
90(13)
2.3 Crosslinguistic analysis of measures of narrative discourse in English, German and Greek
103(15)
2.3.1 Narrative productivity
104(3)
2.3.2 Verb diversity
107(1)
2.3.3 Syntactic complexity
108(2)
2.3.4 Character reference management
110(7)
2.3.5 Story grammar
117(1)
2.4 Interim Summary
118(4)
2.5 Research Question and Hypotheses
122(5)
3 Methodology
127(64)
3.1 Methodological considerations
128(8)
3.1.1 Across and within group comparisons
129(1)
3.1.2 Dealing with individual variability in bilingual language dominance
130(1)
3.1.2.1 Using questionnaires to estimate dominance of exposure
130(4)
3.1.2.2 Bilingual Index Score as a composite score of dominance in exposure
134(2)
3.2 Procedure, educational settings and participant profiles
136(17)
3.2.1 Procedure
136(1)
3.2.2 Bilingual groups and educational settings
136(5)
3.2.3 Participants
141(1)
3.2.3.1 Overview of general background characteristics
142(2)
3.2.3.2 Age of onset of exposure and type of bilingualism
144(2)
3.2.3.3 Lexical proficiency profiles
146(3)
3.2.3.4 Bilingual Index Score
149(2)
3.2.3.5 Participants: Summary of group profiles
151(2)
3.3 The narrative tasks
153(32)
3.3.1 Elicitation
153(3)
3.3.2 Transcription
156(4)
3.3.3 Coding
160(1)
3.3.3.1 Coding narrative productivity
161(1)
3.3.3.2 Coding verb diversity
162(1)
3.3.3.3 Coding syntactic complexity
163(4)
3.3.3.4 Coding character reference management
167(15)
3.3.3.5 Coding story grammar
182(3)
3.4 Statistical Analysis
185(6)
4 Results
191(98)
4.1 Narrative Productivity
191(6)
4.1.1 Narrative productivity across languages
193(1)
4.1.2 Narrative productivity across modes of production
194(1)
4.1.3 Correlations between the different conditions
194(2)
4.1.4 Narrative productivity: Summary of results
196(1)
4.2 Verb diversity
197(10)
4.2.1 Verb diversity across languages
198(3)
4.2.2 Verb diversity across modes of production
201(5)
4.2.3 Correlations between the different conditions
206(1)
4.2.4 Regressions with bilingual language dominance (BIS)
206(1)
4.2.5 Verb diversity: Summary of results
207(1)
4.3 Syntactic complexity
207(22)
4.3.1 Use of subordination
208(1)
4.3.1.1 Use of subordination across languages
209(2)
4.3.1.2 Use of subordination across mode of production
211(1)
4.3.1.3 Correlations between the different conditions
211(1)
4.3.1.4 Regressions with bilingual language dominance (BIS)
211(1)
4.3.1.5 Use of subordination: Summary of results
212(1)
4.3.2 Types of subordination
213(1)
4.3.2.1 Differences across types of subordinations
214(1)
4.3.2.2 Use of Complement clauses (C-CLs) across languages
215(1)
4.3.2.3 Use of adverbial clauses (A-CLs) across languages
216(2)
4.3.2.4 Types of subordinations: Summary of results
218(1)
4.3.3 Qualitative analysis of syntactic complexity
219(1)
4.3.3.1 Crosslinguistic differences in subordination
219(6)
4.3.3.2 Syntactic complexity interacting with dominance
225(3)
4.3.4 Syntactic complexity: Summary of results
228(1)
4.4 Character reference management
229(40)
4.4.1 Referential density of Character 1 (C1) and Character 2 (C2)
229(2)
4.4.1.1 Comparisons across characters
231(1)
4.4.1.2 Referential density across languages and modes of production
232(3)
4.4.1.3 Correlations between the different conditions
235(1)
4.4.1.4 Referential density: Summary of results
236(1)
4.4.2 Topic promotion - referential shifts from non-subject to subject
236(1)
4.4.2.1 NS-to-S-shifts across languages
237(4)
4.4.2.2 Mode effects on NS-to-S-shifts
241(1)
4.4.2.3 Referential shifts from non-subject to subject: Summary of results
241(1)
4.4.3 Form-function mappings in character reference management
242(1)
4.4.3.1 The use of HAMs and LAMs in character maintenance
243(1)
4.4.3.1.1 HAMs and LAMs in character maintenance across languages
243(3)
4.4.3.1.2 HAMs and LAMs in character maintenance across modes of production
246(2)
4.4.3.2 The use of HAMs and LAMs in character reintroduction
248(1)
4.4.3.2.1 Language effects on HAM-LAM distributions in character reintroduction
249(4)
4.4.3.2.2 Mode effects on HAM-LAM distributions in character reintroduction
253(2)
4.4.3.2.3 Correlations between individual conditions
255(1)
4.4.3.3 HAMs and LAMs in character maintenance and reintroduction: Summary
256(1)
4.4.4 Referential adequacy in form-function mappings
257(1)
4.4.4.1 Referential adequacy across languages
258(2)
4.4.4.2 Referential adequacy across modes of production
260(1)
4.4.4.3 Correlations between the different conditions
261(1)
4.4.4.4 Qualitative analysis of ambiguous referring expressions
261(6)
4.4.4.5 Referential adequacy in character reference: Summary of results
267(1)
4.4.5 Character reference management: Summary of results
268(1)
4.5 Story Grammar
269(20)
4.5.1 Story grammar scores (SG-scores)
269(1)
4.5.1.1 SG-scores across languages
270(2)
4.5.1.2 SG-Scores across modes of production
272(1)
4.5.1.3 Correlations between the different conditions
272(1)
4.5.1.4 Regressions with dominance in exposure (BIS)
273(3)
4.5.1.5 Story grammar scores: Summary of results
276(1)
4.5.2 Types of SG-units
276(2)
4.5.2.1 Comparisons across types of SG-unit in oral mode of production
278(1)
4.5.2.2 Comparisons across types of SG-unit in written mode of production
279(1)
4.5.2.3 Types of SG-units: Summary of results
280(1)
4.5.3 Shared Story Grammar units
281(1)
4.5.3.1 Sharing of SG-units across modes and groups
282(1)
4.5.3.2 Sharing of SG-units across types
282(1)
4.5.3.3 Correlations between the different conditions
283(1)
4.5.3.4 Sharing of SG-units in relation to bilingual language dominance
283(3)
4.5.3.5 Shared SG-units: Summary of results
286(1)
4.5.4 Story Grammar: Summary of results
286(3)
5 Discussion
289(54)
5.1 Hypotheses 1 and 2: Crosslinguistic sharing and dominance
290(24)
5.1.1 Narrative productivity
290(2)
5.1.2 Verb diversity
292(3)
5.1.3 Syntactic complexity
295(4)
5.1.4 Character reference management
299(1)
5.1.4.1 Referential density
300(1)
5.1.4.2 Topic-promoting referential shifts
300(1)
5.1.4.3 Form-function mappings in character maintenance and reintroduction
301(3)
5.1.4.4 Referential adequacy
304(2)
5.1.4.5 Summary on character reference management
306(1)
5.1.5 Story Grammar
307(1)
5.1.5.1 Story grammar scores (SG-scores)
307(1)
5.1.5.2 Types of SG-units and their sharing
308(2)
5.1.5.3 Summary on Story Grammar
310(1)
5.1.6 Crosslinguistic sharing and dominance: Summary
311(3)
5.2 Hypothesis 3: Modularity effects
314(11)
5.2.1 Modality effects in all bilinguals
314(6)
5.2.2 Modality effects in the weaker language
320(3)
5.2.3 Modality effects: Summary of findings
323(2)
5.3 Specific contributions of this study
325(12)
5.3.1 Crosslinguistic interdependence and sharing: Why the measure counts
327(2)
5.3.2 Crosslinguistic interdependence and sharing: Why dominance counts
329(1)
5.3.3 Bilingual narrative discourse ability: Why modality counts
330(2)
5.3.4 Bilingual narrative discourse ability: Why instruction counts
332(5)
5.4 Implications for educational practice
337(3)
5.5 Limitations of the study and future directions for research
340(3)
6 Conclusion
343(4)
7 References
347
Eva M. Knopp is assistant professor in German Linguistics at Radboud University, Nijmegen. She conducted her doctoral research at the English department at the University of Cologne, Germany. Her current research combines psycho- and sociolinguistic perspectives on bi- and multilingual development in educational contexts.
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