Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers

HIGHLIGHTS

SUMMARY

A serious disadvantage also for online communication in written form, a widespread practice (Alarcón et_al, 2020). Previous research shows the development of spelling and written narrative textual competence skills in monolingual, whereas oral narrative textual competence skills are less explored, especially across primary schools. Prior research indicates that BLM children use word knowledge in their L1 when writing in their second language (L2) (e_g, code-switching between two languages) (e_g, Gort, 2001). This adaptive strategy sometimes conducts to a "negative transfer" across languages (e_g, Howard et_al, 2012), leading children to commit L1-influenced . . .

 



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