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    • Bauer, Eurydice (2)
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    • École normale supérieure - Lyon (ENS Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS) (2)
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    • Les auteurs remercient le LABEX ASLAN (ANR-10-LABX-0081) de l'Université de Lyon pour son soutien financier dans le cadre du programme "Investissements d'Avenir" (ANR-11-IDEX-0007) de l'Etat Français géré par l'Agence Nationale de la Recherche (ANR). (1)
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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 2 of 2 1 Exploring how language exposure shapes oral narrative skills in French-English emergent bilingual first graders Cohen, Cathy; Bauer, Eurydice; Minniear, Jacob In: ISSN: 0898-5898 ; Linguistics and Education ; https://hal.archives-ouvertes.fr/hal-03140376 ; Linguistics and Education, Elsevier, 2021, 63, pp.100905. ⟨10.1016/j.linged.2021.100905⟩ (2021) BASE Show details 2 Exploring the relationship between home literacy exposure and oral narrative skills in French-English bilingual and emergent bilingual first graders Cohen, Cathy; Bauer, Eurydice In: The 21st European Conference on Literacy ; https://halshs.archives-ouvertes.fr/halshs-02085269 ; The 21st European Conference on Literacy, Aug 2019, Copenhagen, Denmark (2019) Abstract: International audience ; Studies on young monolinguals report significant relationships between the frequency of shared reading and the development of general oral language skills (Mol & Bus 2011) and vocabulary (Sénéchal 2006). Shared reading provides exposure to low-frequency words, complementing vocabulary encountered in daily parent-child interactions (Sénéchal et al. 2008). For young bilinguals, depending on family language practices, one language may be less present at home, for example when the family language and majority language differ. Language enrichment promoted through shared book reading in the home may then occur mainly in the family language, which may not be accessible in school for academic purposes. We focus on 1st grade students attending a French/English dual language program in France, from three home language backgrounds – English-dominant; French-dominant; and English and French. We analyse their French and English oral narrations of a wordless picture book and explore how home literacy environments impact on literacy development in each language. In particular, we examine their sense of story. We close with implications for educators working with emergent bilinguals. Keyword: [SHS.EDU]Humanities and Social Sciences/Education; [SHS.LANGUE]Humanities and Social Sciences/Linguistics URL: https://halshs.archives-ouvertes.fr/halshs-02085269 BASE Hide details

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