Barn skriver på flera språk
DOI:
https://doi.org/10.24834/educare.2017.1.6Keywords:
Biliterate, phonological transfer, spelling mistakes, writing in a second languageAbstract
Multilingual children often become biliterate, which means reading and writing in two or more languages, before or during the first years in school. It is shown that bilingual children can learn, compare and distinguish between two writing systems at the same time. However, when learning a second language, a crosslinguistic transfer at different linguistic levels is common between the learners’ first and second language. The aim of this study is to analyse written texts made by multilingual children in their first and second year of schooling with a focus on phonological transfer in order to understand if their spelling mistakes are influenced by their accent and the phonological structure of their first language. The results indicate that there is a phonological transfer depending on differences between Swedish and the child’s first language, but also spelling mistakes that are common for all Swedish children in the early stages of learning to write. All children in this study use more than one language on a daily basis in different social contexts. They have different language backgrounds, but teaching in school is only in Swedish.
References
Abrahamsson, N. (2009). Andraspråksinlärning. Lund: Studentlitteratur.
Andersson, A-B. (1981). Diktamensundersökningen. I: Tingbjörn, G. & Andersson, A-B. Invandrarbarnen och tvåspråkigheten. Stockholm: Liber Utbildningsförlaget.
Axelsson, M. (2013). Flerspråkighet och lärande. I: Hyltenstam, K. & Lindberg, I. (red.). Svenska som andraspråk – i forskning, undervisning och samhälle. Lund: Studentlitteratur.
Bannert, R. (1990). På väg mot svenskt uttal. Lund: Studentlitteratur.
Bergh Nestlog, E. (denna volym). De första naturvetenskapliga skoltexterna. Educare 2017:1, s. 72-98. Malmö: Malmö Högskola. Doi: 10.24834/educare.2017.1.5
Bialystok, E., Luk, G. & Kwan, E. (2009). Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing Systems. Scientific Studies of Reading, 9:1, s. 43-61.
Bouakaz, L. (2012). Att behålla mitt och lära mig något nytt. Föräldraengegemang i mångkulturella miljöer. www.malmo.se/kommission.
Buckwalter, J.K. & Lo, Y-H. G. (2002). Emergent biliteracy in Chinese and English. Journal of Second Language Writing 11, s 269-293.
Cummins. J. (2000). Language, Power and Pedagogy. Bilingual children in the Crossfire. Clevedon: Multilingual Matters.
Cummins, J. & Early, M. (red.) (2011). Identity Texts. The Collaborative Creation of Power in Multilingual Schools. Trentham Books.
Fast, C. (2007). Sju barn lär sig läsa och skriva: familjeliv och populärkultur i möte med förskola och skola. Avhandling, Uppsala Universitet.
Garlén, C. (1988). Svenskans fonologi. Lund: Studentlitteratur.
Harding, E. (2000). Spelling errors in non-native speakers. Unpublished departmental M.A. thesis. Department of Linguistics, Ohio University.
Jarvis, S. & Pavlenko, A. (2008). Crosslinguistic Influence in Language and Cognition. Routledge.
Kabuto, B. (2011). Becoming Biliterate. Identity, Ideology, and learning to Read and Write in Two Languages. Routledge.
Kenner, C. (2004). Becoming Biliterate: Young Children Learning Different Writing Systems. Stroke-onTrent, UK: Trentham Books.
Kenner, C. (2015). Becoming biliterate: How children learn about different writing systems. I: Laursen, H.P. (red.) Literacitet och språklig mångfald. Lund: Studentlitteratur.
Kenner, C., Kress, G., Al-Khatib, H., Kam, R. & Tsai, K-C. (2004). Finding the Keys to Biliteracy: How Young Children Interpret Different Writing Systems. Language and Education, Vol 18, No 2:124-144.
Källström, R. & Lindberg, I. (red.) (2011). Young Urban Swedish. Variation and change in multilingual settings. Göteborgsstudier i nordisk språkvetenskap 14. University of Gothenburg.
Laursen, H.P. (2013). Biliteracy og skriftsprogstilegnelse: Literacypraksisser i de første skoleår. Literacy og sproglig diversitet, Volym 8: 11-48.
Laursen, H.P (2015). Bilitteracitet och skriftspråkstillägnande. Litteracitetspraktiker under de första skolåren I: Laursen, H.P. (red.) Literacitet och språklig mångfald. Lund: Studentlitteratur.
Mor-Sommerfeld, A. (2002). Language mosaic. Developing literacy in a second-new language: a new perspective. Reading, Literacy and Language 36 (3): 99-105.
Nauclér, K. (1989). Hur utvecklas stavningsförmågan under skoltiden?. I: Sandqvist, C. & Teleman, U. (red.). Språkutveckling under skoltiden. Lund: Studentlitteratur.
Selinker, L. (1972). Interlanguage. IRAL; International Review of Applied Linguistics in Language Teaching, 10:3 (1972) p.209
Seymour, P.H.K., Aro, M. & Erskine, J.M. (2003). Foudation literacy acquisition in European orthographies. British Journal of Psychology 94, s. 143-174.
Tronnier, M. & Zetterholm, E. (2013). Observed pronunciation features in Swedish L2 produced by L1-speakers of Albanian. Proceedings Fonetik 2013, Linköpings universitet.
Wengelin, Å. (2008). Om barns skrivprocesser I: Oker-Blom, G., Westerholm, A. & Österholm, N. (red.) Rum för språkutveckling. Utbildningsstyrelsen.
Wengelin, Å. (2013). Tal och skrift. I: Wengelin, Å. & Nilholm, C. Att ha eller sakna vektyg – om möjligheter och svårigheter att läsa och skriva. Lund: Studentlitteratur.
Zetterholm, E. (2012). Uttalsmönster hos flerspråkiga barn i ett par sydsvenska skolor. Proceedings ASLA 2012, Linköping, s. 13-22.
Zetterholm, E. (2013). Prosodic pitfalls when learning Swedish as a second language. Proceedings PSLLT 2012 conference, Vancouver, Canada, s. 140-146. Zetterholm, E. & Tronnier, M. (2012). The pronunciation in Somaliaccented Swedish. Proceedings Fonetik 2012. Göteborgs universitet.
Zetterholm, E. & Tronnier, M. (2017). Perspektiv på svenskt uttal. Fonologi, brytning och didaktik. Lund: Studentlitteratur.
