CC BY
7FORMATION OF METALANGUAGE SKILLS IN BILINGUAL CHILDREN BASED ON THE STUDY OF NATIVE, RUSSIAN, AND FOREIGN LANGUAGES
SAYDAKHMATOVA NILUFARKHON ABDIRASHIDOVNA
2nd year master's student at Miras University
Annotation. This work examines the features of the formation of metalinguistic awareness in children learning their native language, Russian and foreign languages. The focus is on how bilingualism promotes the development of the ability to recognize linguistic structures, rules, and how different languages operate, which in turn influences cognitive development and learning achievement.Teaching methods and strategies aimed at strengthening these skills are considered, as well as the influence of a bilingual environment on children's ability to understand linguistic phenomena. The findings of the work have practical implications for educators and linguists working with bilingual children in multilingual educational contexts.
Key words: bilingualism, metalinguistic skills, native language, Russian language, foreign language, language awareness, cognitive development, language teaching, linguistic development ,bilingual environment.
In today's globalized world, bilingualism and multilingualism are becoming increasingly common, especially in countries like Russia, where linguistic diversity is a fundamental feature. As a result, the ability to master multiple languages has become a key educational objective. For bilingual children, the study of their native language, Russian, and foreign languages presents a unique opportunity for the development of metalanguage skills—the ability to think about and analyze the structure and function of language itself. These skills are essential for achieving a deep understanding of language systems, facilitating language acquisition, and enhancing cognitive flexibility. This paper explores the formation of metalanguage skills in bilingual children, emphasizing the roles of native, Russian, and foreign languages in the process.
Bilingualism refers to the ability of an individual to use two languages with varying degrees of proficiency. In many cases, bilingualism is not balanced; one language may be dominant, while the other is used less frequently. However, regardless of proficiency, bilingual individuals often exhibit enhanced cognitive abilities, particularly in tasks related to linguistic awareness, also known as metalinguistic awareness.
Metalinguistic awareness is a key component of metalanguage skills. It refers to the ability to reflect on and manipulate linguistic structures, such as phonology, syntax, and semantics, independent of the specific content or meaning of language. Bilingual children, by constantly switching between languages and navigating different linguistic systems, naturally develop this awareness. Research suggests that early exposure to multiple languages enhances children's ability to recognize patterns, identify rules, and make comparisons between languages. These abilities form the foundation of metalanguage skills, which are critical not only for language learning but also for broader cognitive development.
The native language, often referred to as the first language (L1), plays a pivotal role in the early stages of metalanguage skill formation. For bilingual children, the native language serves as the primary means of communication and cognitive development. As children acquire their native language, they begin to develop implicit knowledge of linguistic rules, such as sentence structure, word order, and morphology. Over time, this implicit knowledge can be transformed into explicit understanding through instruction and reflection, a process facilitated by metalinguistic awareness.
In the context of bilingualism, the native language provides a point of reference for understanding new languages. When children are introduced to Russian or a foreign language, they often rely on comparisons with their native language to make sense of unfamiliar linguistic structures. This process of comparison and contrast fosters metalanguage skills, as children must analyze how different languages operate and how they differ in terms of grammar, vocabulary, and syntax.
For example, a bilingual child whose native language is Tatar may notice differences between the syntactic structures of Tatar and Russian. While Tatar uses a subject-object-verb (SOV) word order, Russian typically follows a subject-verb-object (SVO) pattern. By recognizing and reflecting on these differences, the child enhances their understanding of linguistic diversity and strengthens their ability to manipulate language structures consciously.
For many bilingual children in Russia, Russian is the second language (L2). The acquisition of Russian is often a priority in educational settings, as it is the language of instruction in most schools and a critical tool for social integration. Learning Russian as an L2 presents unique challenges and opportunities for metalanguage skill development.
One of the key challenges is the potential interference between the native language and Russian. Bilingual children may initially apply the grammatical rules and phonological patterns of their native language to Russian, leading to errors in speech and writing. However, these errors also provide opportunities for metalinguistic reflection. Teachers and parents can encourage children to analyze their mistakes and understand why certain constructions are incorrect in Russian but acceptable in their native language. This type of reflection fosters metalanguage skills by requiring children to think critically about the structure of both languages.
Furthermore, Russian as an L2 offers a wealth of opportunities for metalanguage skill development through explicit instruction. In the classroom, children are often taught grammar rules, sentence structures, and vocabulary in a systematic way. This formal instruction, combined with the children's existing knowledge of their native language, allows them to make connections between linguistic systems and develop a more nuanced understanding of language as a whole
In addition to their native language and Russian, many bilingual children in Russia are exposed to foreign languages, such as English, French, or German, often as part of their formal education. The introduction of a third language (L3) presents further opportunities for the development of metalanguage skills.
Learning a foreign language requires children to engage in metalinguistic reflection in new and complex ways. For example, when learning English, a child may need to compare the tense system of English with that of Russian and their native language. English uses auxiliary verbs to form questions and negatives (e.g., Do you like ice cream?), whereas Russian relies on intonation and word order for questions. This process of comparison forces children to analyze language structures more deeply, fostering their ability to think about language abstractly.
Moreover, learning foreign languages often involves the explicit study of linguistic concepts such as phonetics, morphology, and syntax. These concepts may be unfamiliar to children in the context of their native language or Russian, but they become more accessible through foreign language instruction. As children encounter new linguistic systems, they develop the ability to transfer metalinguistic knowledge across languages, further enhancing their metalanguage skills.
One of the most significant advantages of bilingualism and multilingualism is the phenomenon of cross-linguistic influence, where knowledge of one language influences the learning of another. This influence can be positive or negative. On the one hand, similarities between languages can facilitate learning by allowing children to apply known rules to new linguistic contexts. On the other hand, differences between languages can cause interference, leading to errors.
However, regardless of whether cross-linguistic influence results in positive or negative transfer, it promotes metalinguistic awareness. When children encounter difficulties in learning a new language, they are often prompted to reflect on the reasons for their errors, compare linguistic structures, and develop strategies for overcoming challenges. This reflective process is at the core of metalanguage skill formation.
In addition to linguistic benefits, the development of metalanguage skills in bilingual children has been linked to broader cognitive advantages. Studies have shown that bilingual individuals often outperform monolinguals on tasks related to executive function, such as problem-solving, cognitive flexibility, and attention control. These cognitive benefits are thought to stem from the mental agility required to switch between languages and manage multiple linguistic systems simultaneously.
The formation of metalanguage skills in bilingual children has important implications for education. Teachers and educators should recognize the value of bilingualism as a tool for cognitive and linguistic development and design curricula that support the development of metalanguage skills across languages.
One effective approach is to integrate explicit metalinguistic instruction into language education. This can involve teaching children to compare and contrast linguistic structures, analyze their own speech and writing for errors, and reflect on how different languages function. In addition, educators can encourage cross-linguistic comparisons by drawing attention to similarities and differences between the native language, Russian, and foreign languages.
Furthermore, teachers should be aware of the potential challenges that bilingual children face, such as language interference and the need for additional support in learning Russian or foreign languages. By providing targeted support and creating an inclusive classroom environment, educators can help bilingual children overcome these challenges and thrive linguistically and academically.
The development of metalanguage skills in bilingual children is a complex and dynamic process that is influenced by their native language, Russian, and foreign languages. Through the constant interplay between these linguistic systems, children develop the ability to reflect on language structure, compare linguistic rules, and apply their knowledge across languages. This metalinguistic awareness not only enhances language learning but also contributes to cognitive development, providing bilingual children with valuable skills that extend beyond the realm of language. As such, the promotion of bilingualism and the strategic teaching of multiple languages should be prioritized in educational settings to support the holistic development of children in a multilingual world.
LITERATURE
1. Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition.
2. Cummins, J. (1979).Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question, and Some Other Matters. Cummins' theories on language proficiency and the development of cognitive and academic skills in bilingual children are foundational for understanding bilingual education and language skills formation.
3. García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education.
4. Bialystok, E. (2007). Acquisition of Literacy in Bilingual Children: A Framework for Research. Language Learning, 57(S1), 45-77.
5. Kozulin, A. (1998). Psychological Tools: A Sociocultural Approach to Education.
6. Vygotsky, L. S. (1986). Thought and Language.
7. Baker, C. (2011). Foundations of Bilingual Education and Bilingualism.A comprehensive overview of bilingualism, focusing on education, cognition, and the socio-cultural factors that influence language learning.
8. Jessner, U. (2006).Linguistic Awareness in Multilinguals: English as a Third Language.
9. De Houwer, A. (2009). Bilingual First Language Acquisition.
10. Kuhl, P. K. (2004). Early Language Acquisition: Cracking the Speech Code. Nature Reviews Neuroscience, 5(11), 831-843.
