Lyddy, Fiona (2012) What can homograph interpretation tell us about language status in Irish/English bilinguals? International Journal of Applied Linguistics, 22 (1). pp. 105-123. ISSN 0802-6106

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Abstract

This study examined how language context affects homograph interpretation by bilingual (Irish/English) adults and children. Participants categorized written words and nonwords as ‘Irish’, ‘English’, ‘Both’ (homographs) or ‘Neither’. This task was conducted through Irish or English. The homographs had a higher written frequency in Irish than in English. The results showed children were more likely to interpret the homographs as Irish, regardless of task language, while adults were equally likely to read the words as Irish or English, despite the higher frequency in Irish. Children’s identification of Irish words was facilitated when the task was conducted through Irish. These findings reveal the fragile state of written Irish for L1 speakers and point to a need to support L1 Irish speakers in teaching and assessment contexts.

Item Type:	Article
Additional Information:	© 2012 Blackwell Publishing Ltd. The definitive version of this article is available at DOI: 10.1111/j.1473-4192.2011.00304.x
Keywords:	bilingualism; biliteracy; homographs; minority languages; children;
Academic Unit:	Faculty of Science and Engineering > Psychology
Item ID:	4089
Depositing User:	Fiona Lyddy
Date Deposited:	22 Jan 2013 15:52
Journal or Publication Title:	International Journal of Applied Linguistics
Publisher:	Blackwell Publishing
Refereed:	Yes
URI:	http://onlinelibrary.wiley.com/journal/1...
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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