Narratives by bilingual children: a tale of strengths and growth during kindergarten

• Published in: International journal of bilingual education and bilingualism Vol. 26; no. 7; pp. 891 - 903
• Main Authors: MacLeod, Andrea A. N., Pesco, Diane
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 09.08.2023; Taylor & Francis Ltd
• Subjects: Bilingual education; Bilingualism; Child Development; Childhood bilingualism; early bilingualism; Family Environment; Foreign Countries; French; French language; Kindergarten; language acquisition; Language Minorities; Language of Instruction; Language Proficiency; Language Skills; Language Usage; Measures (Individuals); Minority languages; Narration; narrative development; Narratives; Native Language; Native language acquisition; Scores; Second Language Instruction; Second Language Learning; Story Grammar; Canada
• ISSN: 1367-0050; 1747-7522
• DOI: 10.1080/13670050.2022.2132107

Given their significance in daily life and frequent inclusion in clinical and educational assessments, children's narrative abilities merit investigation. The present study examines the narratives of children acquiring an additional language, adding to the more abundant studies of monolingual children. Sixty kindergartners (mean age 68 months) residing in Quebec, Canada participated. All spoke a minoritized language at home, and were being instructed in French, the majority language, at school. The children told stories in French based on pictures from the Edmonton Narrative Norms Instrument (Schneider, Dubé, and Hayward, 2005) in late fall or early winter, and again in spring. Their stories were subsequently analyzed for their macrostructural features. Despite limited exposure to French prior to kindergarten, the majority of children were able to communicate the central problem in the story, characters' attempts to resolve the problem, and outcomes of those attempts. Furthermore, the children's scores increased from time 1 to time 2 overall, and for four of eight story grammar elements. The higher scores were due to higher scores on elements as well as the emergence of new elements in children's stories at time 2. The findings can help guide expectations for narrative growth among emerging bilingual children and inform instruction.