IMPACT OF READING ALOUD ON LANGUAGE ACQUISITION OF MULTILINGUAL CHILDREN

Abstract

Objective
Language acquisition accounts for comprehension, interpretation,
and expression of all languages in the child’s repertoire. An experimental
study consisting of multilingual children between 3:6 and 4:2
demonstrated the impact of reading aloud on language acquisition
of L3 in the first six years of life. Children in the study spoke Pushto as
first language (L1), Urdu as second language (L2). English was
introduced to them as third language (L3), on joining a local school.
The proficiency and correlation between the acquisition of L3 via
reading out loud and its impact over a period of time on linguistic
skills to be assessed, and to obtain data for the effectiveness of the
activity to enhance language acquisition of an individual exposed
to multiple languages.
Method
Two experimental groups consisting of three children each were
instructed by two speech-language therapists and one group was
excluded of targeted stimulus. A monthly assessment was completed
for the six month duration of the study to determine change in
receptive and expressive language skills in L3.
Conclusion
All children showed an average increase of 16 vocabulary words in
L3. Moreover, study revealed an increase in structure and complexity
of utterances. The study revealed a strong correlation between
linguistic exposure through reading aloud to children and their
overall language development. The study reflects that multilingualism
enhances overall language and speech development and
simultaneously aids in literacy skills.