Cross-Linguistic Transfer:

1. Cross-Linguistic Transfer: Phonology, Morphology and Orthography in Chinese-English bilingual acquisition Tianfei Jiang CTL, OISE October 28, 2013

2. Phonological Transfer • Pinyin (Phonological coding strategy) http://youtu.be/0r1cw-q7Q1w • Implications 1. Programs for second language learners of English need to address the differences in the phonological structures of bilingual children’s languages and their potential impact on literacy development. 2. Early exposure to an alphabetic system, such as Pinyin, would be likely to promote the Mandarin–L1 children’s phoneme awareness in English and thereby aid in the growth of phonological awareness.

3. Morphological Awareness Transfer Task1 English Chinese (or your L1) telegraph 电报 telephone 电话 television 电视 telecommunication 电信 Basketball 篮球 Football 足球 Baseball 棒球 Volleyball 排球

4. Morphological Awareness Transfer Task1 - er work worker farm farmer research researcher - (expertise) 家 dance dancer 画 画家 play player 舞蹈 舞蹈家 书法 书法家 音乐 音乐家 写作 作家

5. Morphological Awareness Task2 • Explain the word to your partner without using any of the stems. • You may use English to describe the Chinese word, or you may use Chinese to describe the English word. (If you don’t speak Chinese or your partner don’t understand Chinese, you can use English for all words you have.) • Did your partner answer consistently as the word on the right corner of the card? • For example, “邮箱 (mailbox)” – • A: “This word contains two stems, and the first stem is a thing that is sent or delivered by means of the postal system, such as a letter, or a package.” • B: “Mail?” • A: “Yes! Correct! And the second stem is a container, case, or receptacle, usually rectangular, of wood, metal, cardboard, etc., and often with a lid or removable cover…” • B: “Box?...mail, box, oh, mailbox!”

6. Morphological Transfer • Did you find morphological transfer cross English and Chinese (or your L1)? • If morphological transfer occurs in Chinese-English learning, what the general character of these words where the transfer occurs?

7. Implication • Teachers should closely monitor the development of English derivational awareness in Chinese children, especially in those who immigrated recently, as this aspect of morphological awareness is not supported by their L1.

8. Orthographic Choice Task Rule: Please circle the one that looks like a real character. Wang, M., Perfetti, C., Liu, Y. (2005). Chinese-English Biliteracy Acquisition: Cross-language and Writing System Transfer. Cognition, 97, 67-88

9. Orthographic Choice Task Rule: Please circle the one that looks like a real word. Wang, M., Perfetti, C., Liu, Y. (2005). Chinese-English Biliteracy Acquisition: Cross-language and Writing System Transfer. Cognition, 97, 67-88

10. 肚 ，火 灶 女 + 子 好 不 + 正 歪 Logogriph e.g. 七十二小时(seventy-two hours) Out + sh shout All + c call Attain， re retain Orthographic Awareness http://youtu.be/44JilgVsfZc

11. Implications • The information gathered about bilingual children’s phonological and morphological awareness abilities in their native language will help clinicians and educators predict these children’s literacy acquisition in both languages and guide them when planning intervention and instructional approaches. • In terms of teaching Chinese as a foreign language, when students and instructors are convinced that being able to read Chinese characters is more profitable than previously believed, there should be more motivation and enthusiasm in teaching and learning the most difficult part of the language.

12. Thank you!