Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting

However influential the interdependence hypothesis has become in bilingual research, it still lacks full empirical support. This longitudinal study explores the parallels in the biliteracy development (L1 Spanish and L2 English) of 20 students in a European immersion programme (i.e. CLIL) over a two...

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Detalhes bibliográficos
Autores: Granados Navarro, Adrián, Lorenzo-Espejo, Antonio, Lorenzo Bergillos, Francisco
Formato: artículo
Fecha de publicación:2022
País:España
Recursos:Universidad Pablo de Olavide (UPO)
Repositorio:RIO. Repositorio Institucional Olavide
Idioma:inglés
OAI Identifier:oai:rio.upo.es:10433/20446
Acesso em linha:https://hdl.handle.net/10433/20446
Access Level:acceso abierto
Palavra-chave:Interdependence hypothesis
Common underlying proficiency hypothesis
Biliteracy development
Nominalisation
Subordination
Lexical development
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spelling Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual settingGranados Navarro, AdriánLorenzo-Espejo, AntonioLorenzo Bergillos, FranciscoInterdependence hypothesisCommon underlying proficiency hypothesisBiliteracy developmentNominalisationSubordinationLexical developmentHowever influential the interdependence hypothesis has become in bilingual research, it still lacks full empirical support. This longitudinal study explores the parallels in the biliteracy development (L1 Spanish and L2 English) of 20 students in a European immersion programme (i.e. CLIL) over a two-year period. A bilingual learner corpus of history narratives, based on history curriculum content, was collected during ninth and tenth grade. These essays were processed with MultiAzterTest, a state-of-the-art language analysis tool, and a Pearson correlation analysis was conducted to determine if any dimensions evolved in unison in both languages. The results show that some dimensions – length measures, nominalisation, subordination and lexical development – evolve in a similar fashion, thus supporting the interdependence and the common underlying proficiency hypotheses. Additionally, the results of a mixed-model analysis confirm that the fixed effect of time and language on such progress is significant, unlike the random effects introduced by the students.Taylor and Francis Ltd.20242024-04-0320222022-01-0120222022-01-01journal articlehttp://purl.org/coar/resource_type/c_6501AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10433/20446reponame:RIO. Repositorio Institucional Olavideinstname:Universidad Pablo de Olavide (UPO)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:rio.upo.es:10433/204462026-06-13T12:46:27Z
dc.title.none.fl_str_mv Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting
title Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting
spellingShingle Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting
Granados Navarro, Adrián
Interdependence hypothesis
Common underlying proficiency hypothesis
Biliteracy development
Nominalisation
Subordination
Lexical development
title_short Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting
title_full Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting
title_fullStr Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting
title_full_unstemmed Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting
title_sort Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting
dc.creator.none.fl_str_mv Granados Navarro, Adrián
Lorenzo-Espejo, Antonio
Lorenzo Bergillos, Francisco
author Granados Navarro, Adrián
author_facet Granados Navarro, Adrián
Lorenzo-Espejo, Antonio
Lorenzo Bergillos, Francisco
author_role author
author2 Lorenzo-Espejo, Antonio
Lorenzo Bergillos, Francisco
author2_role author
author
dc.contributor.none.fl_str_mv
dc.subject.none.fl_str_mv Interdependence hypothesis
Common underlying proficiency hypothesis
Biliteracy development
Nominalisation
Subordination
Lexical development
topic Interdependence hypothesis
Common underlying proficiency hypothesis
Biliteracy development
Nominalisation
Subordination
Lexical development
description However influential the interdependence hypothesis has become in bilingual research, it still lacks full empirical support. This longitudinal study explores the parallels in the biliteracy development (L1 Spanish and L2 English) of 20 students in a European immersion programme (i.e. CLIL) over a two-year period. A bilingual learner corpus of history narratives, based on history curriculum content, was collected during ninth and tenth grade. These essays were processed with MultiAzterTest, a state-of-the-art language analysis tool, and a Pearson correlation analysis was conducted to determine if any dimensions evolved in unison in both languages. The results show that some dimensions – length measures, nominalisation, subordination and lexical development – evolve in a similar fashion, thus supporting the interdependence and the common underlying proficiency hypotheses. Additionally, the results of a mixed-model analysis confirm that the fixed effect of time and language on such progress is significant, unlike the random effects introduced by the students.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022-01-01
2022
2022-01-01
2024
2024-04-03
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
AM
http://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10433/20446
url https://hdl.handle.net/10433/20446
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor and Francis Ltd.
publisher.none.fl_str_mv Taylor and Francis Ltd.
dc.source.none.fl_str_mv reponame:RIO. Repositorio Institucional Olavide
instname:Universidad Pablo de Olavide (UPO)
instname_str Universidad Pablo de Olavide (UPO)
reponame_str RIO. Repositorio Institucional Olavide
collection RIO. Repositorio Institucional Olavide
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300719

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