Abstract
The English spelling abilities of 22 adolescent English second language learners were related to their input processing skills. Strong correlations were found between their spelling of words containing first language (L1) and second language (L2) vowels and their auditory discrimination and phonological representation of these words. An increased length of exposure to English first language models was found to have a positive effect on their spelling and processing skills. Semantics was found to play a key role in the processing of words containing L1 and L2 vowels. Practical implications for educators and speech and language therapists working within multilingual classrooms are discussed.
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