Metalinguistic contribution to writing competence:: a study of monolingual children in China and bilingual children in Singapore

Baoqi Sun, GuangWei HU, Xiao Lan Curdt-Christiansen

Research output: Contribution to journalArticle

Abstract

This study investigated the concurrent contributions of three components of metalinguistic awareness (i.e., phonological awareness, morphological awareness, and syntactic awareness) to the writing competence of Primary three English-Chinese bilingual children in Singapore (n = 390) and monolingual Chinese-speaking children in Mainland China (n = 190). Hierarchical regression analyses found that the three components of metalinguistic awareness differed in their contributions to writing competence across the languages and between the two groups of children, with morphological awareness and syntactic awareness explaining markedly more variance than phonological awareness. Furthermore, SEM results revealed a robust cross-linguistic association between English and Chinese metalinguistic awareness in the bilingual children, which appeared to jointly undergird and support writing competence in both languages. Finally, home language use significantly predicted not only the bilingual children’s English metalinguistic awareness but also their writing performance in Chinese. These findings lend support to Cummins’s Common Underlying Proficiency and Developmental Interdependence Hypotheses, and underscore the importance of language context, formal instruction, and language features in children’s literacy development.
LanguageEnglish
Pages1499-1523
Number of pages25
JournalReading and Writing
Volume31
Issue number7
Early online date21 Apr 2018
DOIs
StatusPublished - 1 Sep 2018

Fingerprint

Singapore
Mental Competency
China
Language
language
Linguistics
interdependence
speaking
Cohort Studies
literacy
Regression Analysis
instruction
linguistics
regression
performance
Group

Keywords

  • metalinguistic awareness; morphological awareness; phonological awareness; syntactic awareness; writing competence; biliteracy

Cite this

Metalinguistic contribution to writing competence: a study of monolingual children in China and bilingual children in Singapore. / Sun, Baoqi; HU, GuangWei; Curdt-Christiansen, Xiao Lan.

In: Reading and Writing , Vol. 31, No. 7, 01.09.2018, p. 1499-1523.

Research output: Contribution to journalArticle

@article{ab2edfc7c5e947f1b7cdec400e89abb4,
title = "Metalinguistic contribution to writing competence:: a study of monolingual children in China and bilingual children in Singapore",
abstract = "This study investigated the concurrent contributions of three components of metalinguistic awareness (i.e., phonological awareness, morphological awareness, and syntactic awareness) to the writing competence of Primary three English-Chinese bilingual children in Singapore (n = 390) and monolingual Chinese-speaking children in Mainland China (n = 190). Hierarchical regression analyses found that the three components of metalinguistic awareness differed in their contributions to writing competence across the languages and between the two groups of children, with morphological awareness and syntactic awareness explaining markedly more variance than phonological awareness. Furthermore, SEM results revealed a robust cross-linguistic association between English and Chinese metalinguistic awareness in the bilingual children, which appeared to jointly undergird and support writing competence in both languages. Finally, home language use significantly predicted not only the bilingual children’s English metalinguistic awareness but also their writing performance in Chinese. These findings lend support to Cummins’s Common Underlying Proficiency and Developmental Interdependence Hypotheses, and underscore the importance of language context, formal instruction, and language features in children’s literacy development.",
keywords = "metalinguistic awareness; morphological awareness; phonological awareness; syntactic awareness; writing competence; biliteracy",
author = "Baoqi Sun and GuangWei HU and Curdt-Christiansen, {Xiao Lan}",
year = "2018",
month = "9",
day = "1",
doi = "10.1007/s11145-018-9846-5",
language = "English",
volume = "31",
pages = "1499--1523",
journal = "Reading and Writing",
issn = "0922-4777",
publisher = "Springer Verlag",
number = "7",

}

TY - JOUR

T1 - Metalinguistic contribution to writing competence:

T2 - Reading and Writing

AU - Sun, Baoqi

AU - HU, GuangWei

AU - Curdt-Christiansen, Xiao Lan

PY - 2018/9/1

Y1 - 2018/9/1

N2 - This study investigated the concurrent contributions of three components of metalinguistic awareness (i.e., phonological awareness, morphological awareness, and syntactic awareness) to the writing competence of Primary three English-Chinese bilingual children in Singapore (n = 390) and monolingual Chinese-speaking children in Mainland China (n = 190). Hierarchical regression analyses found that the three components of metalinguistic awareness differed in their contributions to writing competence across the languages and between the two groups of children, with morphological awareness and syntactic awareness explaining markedly more variance than phonological awareness. Furthermore, SEM results revealed a robust cross-linguistic association between English and Chinese metalinguistic awareness in the bilingual children, which appeared to jointly undergird and support writing competence in both languages. Finally, home language use significantly predicted not only the bilingual children’s English metalinguistic awareness but also their writing performance in Chinese. These findings lend support to Cummins’s Common Underlying Proficiency and Developmental Interdependence Hypotheses, and underscore the importance of language context, formal instruction, and language features in children’s literacy development.

AB - This study investigated the concurrent contributions of three components of metalinguistic awareness (i.e., phonological awareness, morphological awareness, and syntactic awareness) to the writing competence of Primary three English-Chinese bilingual children in Singapore (n = 390) and monolingual Chinese-speaking children in Mainland China (n = 190). Hierarchical regression analyses found that the three components of metalinguistic awareness differed in their contributions to writing competence across the languages and between the two groups of children, with morphological awareness and syntactic awareness explaining markedly more variance than phonological awareness. Furthermore, SEM results revealed a robust cross-linguistic association between English and Chinese metalinguistic awareness in the bilingual children, which appeared to jointly undergird and support writing competence in both languages. Finally, home language use significantly predicted not only the bilingual children’s English metalinguistic awareness but also their writing performance in Chinese. These findings lend support to Cummins’s Common Underlying Proficiency and Developmental Interdependence Hypotheses, and underscore the importance of language context, formal instruction, and language features in children’s literacy development.

KW - metalinguistic awareness; morphological awareness; phonological awareness; syntactic awareness; writing competence; biliteracy

U2 - 10.1007/s11145-018-9846-5

DO - 10.1007/s11145-018-9846-5

M3 - Article

VL - 31

SP - 1499

EP - 1523

JO - Reading and Writing

JF - Reading and Writing

SN - 0922-4777

IS - 7

ER -