Learning graphic symbols in two languages : effects of monolingual teaching
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Date
Authors
Tonsing, Kerstin Monika
Dada, Shakila
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor and Francis
Abstract
PURPOSE : Limited research exists to guide augmentative and alternative communication (AAC) intervention for children from multilingual backgrounds. When a graphic symbol-based AAC system is provided to children, they need to learn the meaning of the graphic symbols. This study determined the effect of teaching the association between a graphic symbol and a spoken word in one language on the ability of bilingual children without disabilities to transfer this learning to their second language.
METHOD : A one-group pre-test-post-test design was used. The ability of 30 English-Afrikaans bilingual children aged 4–5 years to provide the spoken words associated with nine graphic symbols in English and Afrikaans was evaluated before and after teaching them the symbol-word associations in English.
RESULTS : Correct symbol-word associations in English increased from a median of 0–9 post-teaching, while correct symbol-word associations in Afrikaans increased from a median of 0–6. A moderate positive relationship was identified between children’s performance on symbol-word associations in Afrikaans during the post-test and their use of Afrikaans in the home.
CONCLUSION : Results suggest the presence of positive transference of graphic symbol-word associations learnt in one language to another known language. The implications of this finding on the provision of multilingual AAC intervention are discussed.
Description
Keywords
Augmentative and alternative communication (AAC), Multilingual, Child, Graphic symbol, Monolingual teaching
Sustainable Development Goals
Citation
Tönsing, K.M., & Dada, S. (2023). Learning graphic symbols in two languages: Effects of monolingual
teaching. International Journal of Speech‐Language Pathology, vol. 25, no. 2, pp. 281-291, https://doi.org/10.1080/17549507.2022.2048889.