METALINGUISTIC TRANSFERABILITY AMONG SIMULTANEOUS ANDSEQUENTIAL TRILINGUAL LITERATES: CASE OF BURUNDIAN YOUNGLEARNERS
DOI:
https://doi.org/10.71105/Keywords:
metalinguistic awareness, transferability, sequential, simultaneous bilingualismAbstract
Developing metalinguistic awareness (MLA) stands as a strong and undeniable argument for multilingual literacy advocacy but there is still limited evidence on MLA transferability across multiple language literacies. The present study aims to fill this gap through an investigation of the MLA transferability power among early simultaneous (ELLs) and late sequential trilingual literates(LSLLs) in Bujumbura basic schools. Using a sample of 80 Kirundi, French and English elementary learners in Bujumbura schools, this study draws inferences from a retrospective longitudinal approach. The baseline is the exposure to early multiple literacies either from home language practices or formal instruction as early as 2.5 to 3 years of age. In this quest, differences in metalinguistic awareness (phonological, morphological and syntactic) are test-measured between the two groups of informants and using Spearman’s Moment correlations, MLA transferability is cross-examined. Results showed that MLA is homogeneously transferable among the two types of trilingual literates; independently of the exposure modes. Variability of correlation coefficients were also found to be language dependent, construct-based and skill based.
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