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In order to examine the effect of the home language on the spelling development in English in children who are learning English as a second language (ESL learners), it is best to directly compare groups of ESL learners from various home language backgrounds. This study compared the oral language, phonological awareness, reading, and spelling performance of Tagalog–English bilingual, Cantonese–English bilingual, and monolingual English-speaking children in Grade 1. The bilingual children had lower scores than the monolinguals on measures of oral proficiency, but demonstrated similar or better performance on most phonological awareness, reading, and spelling tasks after controlling for vocabulary size in English. A series of moderated regression analysis revealed that although phonological awareness was associated with English spelling performance regardless of language background, the associations between specific spelling tasks and related underlying skills seemed to differ across language groups. 相似文献
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The alternation of Tagalog and English in informal discourse is a feature of the linguistic repertoire of educated, middle-
and upper-class Filipinos. This paper describes the linguistic structure and sociolinguistic functions of Tagalog-English
code switching (Taglish) as provided by various researchers through the years. It shows that the analysis of Taglish began
with a linguistic focus, segmenting individual utterances into sentences and studying the switch points within the sentence.
Other studies were more sociolinguistic in nature and investigated the functions of code switching. Recently, Taglish has
been viewed as a mode of discourse and a linguistic resource in the bilingual’s repertoire. New theoreticians working within
a Critical Discourse Analysis framework are seeing Taglish as a reaction to the hegemonizing tendencies of Philippine society
and modern life. 相似文献
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