Abstract
Perception of low-level auditory cues such as frequency modulation (FM) and rise time (RT) is crucial for development of phonemic representations, segmentation of word boundaries, and attunement to prosodic patterns in language. While learning an additional language, children may develop an increased sensitivity to these cues to extract relevant information from multiple types of linguistic input. Performance on these auditory processing tasks such as FM and RT by children learning another language is, however, unknown. Here we examine 92 English-speaking 7–8-year-olds in the U.S. and their performance in FM and RT perceptual tasks at the end of their second year in Cantonese or Spanish dual-language immersion compared to children in general English education programs. Results demonstrate that children in immersion programs have greater sensitivity to FM, but not RT, controlling for various factors. The immersion program students were also observed to have better phonological awareness performance. However, individual differences in FM sensitivity were not associated with phonological awareness, a pattern typically observed in monolinguals. These preliminary findings suggest a possible impact of formal language immersion on low-level auditory processing. Additional research is warranted to understand causal relationships and ultimate impact on language skills in multilinguals.
Highlights
The multilingual population has increased greatly across the world and in the United States (U.S.) (Ryan, 2013)
To ensure that results were not driven by differences in group characteristics unrelated to language exposure, we tested whether age (H2, 87 = 4.00, p = 0.14), sex (χ22, 92 = 1.48, p = 0.14), or general intelligence assessed by a performance IQ/nonverbal reasoning measure (Kaufman Brief Intelligence Test, 2nd Edition Matrix Reasoning subtest) differed between the groups (H2, 85 = 3.19, p = 0.20)
These results indicate that children enrolled in dual-language immersion programs have significantly lower detection thresholds for frequency modulation (FM) compared to children enrolled in general English education program (GenEd), even after controlling for age and ID performance
Summary
The multilingual population has increased greatly across the world and in the United States (U.S.) (Ryan, 2013). Auditory Processing in Immersion Programs than 2000 programs in an effort to support English Learners (ELs) (Watanabe, 2011; Maxwell and Jose, 2012). These programs originally aimed to support ELs during their early years of education by providing formal instruction in their native language while exposing ELs to English native and balanced bilingual speakers. Due to the increasing emergence of these programs, we may investigate how formal bilingual immersion may be related to processes crucial to language acquisition, such as auditory processing. Auditory processing skills are essential for language acquisition and language-related skills such as phonological awareness. Poor auditory processing skills have been linked to language-based learning disabilities, such as decoding-based reading disorder ( known as dyslexia) (Gaab et al, 2007; Iliadou et al, 2009; Hämäläinen et al, 2013), and specific language impairment (SLI) (Richards and Goswami, 2015)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
