Bilingual Children''s Metalinguistic Awareness: in Two Typologically Unrelated Languages

Although some studies claim that all bilingual children attain metalinguistic awareness (MLA) earlier than monolinguals, others suggest that such an advantage does not occur, or is only found for balanced bilinguals, or on certain types of tasks. However, the majority of these studies investigated bilingual children who spoke typologically related languages, and with tests administered in only one of the two languages. Therefore, this book examines whether relative language typology or language of testing affects the bilingual advantage in MLA. The book critically reviewed and compared studies that investigated MLA in monolinguals and bilinguals. Then it empirically tested the MLA of young English monolinguals and Arabic-English bilinguals. The analysis should broaden our understanding of how bilingualism may affect young children''s MLA in two dissimilar languages. This book is useful for educators in bilingual education, and researchers who want to replicate the findings with other subjects speaking typologically dissimilar languages.