earticle

영어

The functional role of orthography, phonology, and semantics in bilingual literacy development was examined, utilizing contrasts between a shallow orthography (Korean) and deep orthography (English). The participants consisted of two groups: (1) young Korean-native children who lived in Korea and learned English as L2 (Korean-English bilinguals) and (2) Korean immigrant children residing in the U.S. who were learning Korean as L2 (English-Korean bilinguals). Regression analyses evidenced a different pattern between the groups in predicting L1 and L2 reading performance. This study showed that orthographic, phonological, and semantic domains played a different role in learning shallow and deep orthographies. The linguistic characteristics of L1 also had an impact on learning L2. Orthographic representation served as a more significant factor than phonological processing skills for Korean-English bilinguals whose L1 had a consistent letter-sound correspondence. In contrast, phonological processing skills were considered important for English-Korean bilingual learners whose L1 was a deeper orthography.