Comparison of Phonological Awareness Skills in Children in English with Diverse Native Languages

*, Somashekara H. S and Bhat, Jayashree S. and *, Ananya. A (2016) Comparison of Phonological Awareness Skills in Children in English with Diverse Native Languages. International Journal of English and Education, 5 (3). pp. 88-102. ISSN 2278-4012

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The children in multilingual education system often learn to read a language that is not spoken at home for many reasons. Even, the child’s L1 and L2 may be distinct in phonological and orthographical structure. The question on relative advantage of child’s native language on L2 phonological acquisition is unclear. The present study compared phonological awareness skills of primary school children learning English with varied alpha syllabic native language (L1) background. The phonological awareness skills were assessed in 20 typically developing children each from 5 different native languages such as Kannada, Tulu, Konkani, Telugu and Malayalam. These children are designated as English language learners, since they were studying in primary school with English as a medium of instructions within the age range of 8.7 – 9.6 years. Children were divided into five groups based on the native language which was ascertained by questionnaire administered on parents. Subsequent comparison of phonological awareness skills between all the five groups using ANOVA revealed no significant difference in the performance between the language groups. The study concluded that, irrespective of alphasyllabary native language spoken at home, had no relative advantage in acquiring phonological awareness skills in English learnt as a second language in primary school.

Item Type: Article
Uncontrolled Keywords: Phonological awareness, alphasyllabary, reading, native language
Subjects: Allied Health > Mangalore Campus > Speech and Hearing
Depositing User: KMCMLR User
Date Deposited: 09 Nov 2016 09:24
Last Modified: 09 Nov 2016 09:24

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