Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in Iran
Studies on third language (L3) acquisition have shown that biliteracy has a facilitative effect on L3 writing. By comparing performances of bilinguals and monolinguals in subsequent language (English) writing, this study attempts to find whether being bilingual but not biliterate is of help to L3 wr...
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| Format: | Article |
| Language: | English |
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Universitas Pendidikan Indonesia
2020-10-01
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| Series: | Indonesian Journal of Applied Linguistics |
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| Online Access: | https://ejournal.upi.edu/index.php/IJAL/article/view/28608 |
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| author | Fatemeh Poorebrahim Mohammad Afsharrad Behzad Ghonsooly |
| author_facet | Fatemeh Poorebrahim Mohammad Afsharrad Behzad Ghonsooly |
| author_sort | Fatemeh Poorebrahim |
| collection | DOAJ |
| description | Studies on third language (L3) acquisition have shown that biliteracy has a facilitative effect on L3 writing. By comparing performances of bilinguals and monolinguals in subsequent language (English) writing, this study attempts to find whether being bilingual but not biliterate is of help to L3 writing. To this end, 52 Turk-Fars bilingual and 57 Fars monolingual females participated in the study. Data were collected through the participants’ compositions and think-aloud protocols. A series of Mann Whitney U tests were employed to compare the groups’ total writing scores and scores in different components of writing. The results of the study revealed that bilinguals performed better than monolinguals in total writing, organization, and mechanics. However, there was no significant difference between the two groups in content, discourse, syntax, and vocabulary of their compositions. This indicates that being bilingual without necessarily being biliterate is of help to L3 writing. Moreover, it was found that English language was the most frequently used medium of thought while writing in English. The findings of this study indicate the need for developing localized bilingual education systems so that bilinguals can take maximum advantage of their background languages in the process of L3 learning. |
| format | Article |
| id | doaj-art-db924189a4b2452eb81c59bfd313d31c |
| institution | DOAJ |
| issn | 2301-9468 2502-6747 |
| language | English |
| publishDate | 2020-10-01 |
| publisher | Universitas Pendidikan Indonesia |
| record_format | Article |
| series | Indonesian Journal of Applied Linguistics |
| spelling | doaj-art-db924189a4b2452eb81c59bfd313d31c2025-08-20T03:01:30ZengUniversitas Pendidikan IndonesiaIndonesian Journal of Applied Linguistics2301-94682502-67472020-10-0110236938110.17509/ijal.v10i2.2860813232Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in IranFatemeh Poorebrahim0Mohammad Afsharrad1Behzad Ghonsooly2English Language Teaching Department, University of Maragheh, MaraghehDepartment of English Language and Literature, Faculty of Letters and Humanities, MashhadDepartment of English Language and Literature, Faculty of Letters and Humanities, MashhadStudies on third language (L3) acquisition have shown that biliteracy has a facilitative effect on L3 writing. By comparing performances of bilinguals and monolinguals in subsequent language (English) writing, this study attempts to find whether being bilingual but not biliterate is of help to L3 writing. To this end, 52 Turk-Fars bilingual and 57 Fars monolingual females participated in the study. Data were collected through the participants’ compositions and think-aloud protocols. A series of Mann Whitney U tests were employed to compare the groups’ total writing scores and scores in different components of writing. The results of the study revealed that bilinguals performed better than monolinguals in total writing, organization, and mechanics. However, there was no significant difference between the two groups in content, discourse, syntax, and vocabulary of their compositions. This indicates that being bilingual without necessarily being biliterate is of help to L3 writing. Moreover, it was found that English language was the most frequently used medium of thought while writing in English. The findings of this study indicate the need for developing localized bilingual education systems so that bilinguals can take maximum advantage of their background languages in the process of L3 learning.https://ejournal.upi.edu/index.php/IJAL/article/view/28608bilingualismthird language (l3)writing components |
| spellingShingle | Fatemeh Poorebrahim Mohammad Afsharrad Behzad Ghonsooly Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in Iran Indonesian Journal of Applied Linguistics bilingualism third language (l3) writing components |
| title | Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in Iran |
| title_full | Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in Iran |
| title_fullStr | Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in Iran |
| title_full_unstemmed | Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in Iran |
| title_short | Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in Iran |
| title_sort | bilingualism monoliteracy and third language writing a case from turkish persian context in iran |
| topic | bilingualism third language (l3) writing components |
| url | https://ejournal.upi.edu/index.php/IJAL/article/view/28608 |
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