Phonological Sensitivity of Bilingual and Multilingual (Primary) School Students

Abstract

Summary This literature overview presents findings stemming from eleven contemporary studies dealing with various aspects of phonological sensitivity in bilingual and multilingual individuals within the context of formal education. The selected studies were published in English, during the past decade, but they include several languages in various combinations. The main objective of this review is to inquire about the nature of phonological sensitivity in bilingual and multilingual individuals while they are developing their early literacy or expanding their literacy to new languages. To achieve that, findings from the selected studies were categorized according to the targeted aspects of phonological sensitivity, i.e. phonological units. The most common research designs, instruments and self-reported limitations were listed to provide a better understanding of the circumstances in which research was conducted. Phonological sensitivity of young bilinguals and multilinguals who are developing their literacy skills appears to be complex, but no distinctive advantages or disadvantages were reported in comparison to monolinguals. However, multiple varying characteristics of research participants frequently interfere with the research design, mainly because of group heterogeneity and small sample size unsuitable for generalization. For a better understanding of the topic, further research is needed, especially in the area of multilingualism.