Tosprogethed som faktor i udviklingen af læsning, skrivning og metakognitive færdigheder

Lone Sundahl Olsen and Kristine M. Jensen de LópezTosprogethed som faktor i udviklingen af læsning, skrivning og metakognitive færdigheder. (Bilingualism as a factor in the development of reading, writing and metacognitive skills). The survey of the article examines the reading, writing and metacognitive skills of Danish simultaneous bilingual children. The children were tested in seven different tests which reflect their reading, writing and metacognitive skills. The results were compared to the results of a control group of unilingual children of the same gender and from the same school class. The overall results show that the reading, writing and metacognitive skills of the bilingual children are just as good and in some cases actually better than the results of the unilingual children. The article first presents the theoretical background of the survey, followed by a description of the research design used and selected results from the survey. Finally there is a discussion of the results and their implication for pedagogical practice

Tosprogethed som faktor i udviklingen af læsning, skrivning og metakognitive færdigheder

Lone Sundahl Olsen and Kristine M. Jensen de LópezTosprogethed som faktor i udviklingen af læsning, skrivning og metakognitive færdigheder. (Bilingualism as a factor in the development of reading, writing and metacognitive skills). The survey of the article examines the reading, writing and metacognitive skills of Danish simultaneous bilingual children. The children were tested in seven different tests which reflect their reading, writing and metacognitive skills. The results were compared to the results of a control group of unilingual children of the same gender and from the same school class. The overall results show that the reading, writing and metacognitive skills of the bilingual children are just as good and in some cases actually better than the results of the unilingual children. The article first presents the theoretical background of the survey, followed by a description of the research design used and selected results from the survey. Finally there is a discussion of the results and their implication for pedagogical practice

Tosprogethed som faktor i udviklingen af læsning, skrivning og metakognitive færdigheder

Lone Sundahl Olsen and Kristine M. Jensen de LópezTosprogethed som faktor i udviklingen af læsning, skrivning og metakognitive færdigheder. (Bilingualism as a factor in the development of reading, writing and metacognitive skills). The survey of the article examines the reading, writing and metacognitive skills of Danish simultaneous bilingual children. The children were tested in seven different tests which reflect their reading, writing and metacognitive skills. The results were compared to the results of a control group of unilingual children of the same gender and from the same school class. The overall results show that the reading, writing and metacognitive skills of the bilingual children are just as good and in some cases actually better than the results of the unilingual children. The article first presents the theoretical background of the survey, followed by a description of the research design used and selected results from the survey. Finally there is a discussion of the results and their implication for pedagogical practice

Cross-linguistic patterns in the acquisition of quantifiers.

Learners of most languages are faced with the task of acquiring words to talk about number and quantity. Much is known about the order of acquisition of number words as well as the cognitive and perceptual systems and cultural practices that shape it. Substantially less is known about the acquisition of quantifiers. Here, we consider the extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition and conclude that the two domains are largely distinct in this respect. Consequently, we hypothesize that the acquisition of quantifiers is constrained by a set of factors related to each quantifier's specific meaning. We investigate competence with the expressions for "all," "none," "some," "some…not," and "most" in 31 languages, representing 11 language types, by testing 768 5-y-old children and 536 adults. We found a cross-linguistically similar order of acquisition of quantifiers, explicable in terms of four factors relating to their meaning and use. In addition, exploratory analyses reveal that language- and learner-specific factors, such as negative concord and gender, are significant predictors of variation.This is the author accepted manuscript. The final version is available from the National Academy of Sciences via http://dx.doi.org/10.1073/pnas.160134111

A crosslinguistic study of symmetrical judgments

A longstanding puzzle in developmental linguistics is why children are more permissive than adults in assigning distributive interpretations to sentences with the universal quantifiers each, every, and all under certain experimental conditions. One well-known controversial issue in this area is children’s symmetrical judgments of universally quantified sentences. Symmetrical judgments are elicited when a child is asked to judge if a sentence including a universal quantifier describes a visual context depicting an incomplete distributive relation. The following three judgment types have been included in the set of symmetrical judgment types in the literature (examples from Kang, 2001).peer-reviewe