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Second Language Phonolexical Representations in Italian First-Grade Children Enrolled in an English Immersion Program: Effects of Receptive Vocabulary and Environmental Factors

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Title: Second Language Phonolexical Representations in Italian First-Grade Children Enrolled in an English Immersion Program: Effects of Receptive Vocabulary and Environmental Factors
Language: English
Authors: Valentina Persici (ORCID 0000-0003-0475-104X), Ross Alexander Nelhams, Marinella Majorano
Source: Language Learning and Development. 2025 21(3):293-309.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Descriptors: Second Language Learning, Phonology, Lexicology, Foreign Countries, Elementary School Students, Grade 1, English (Second Language), Immersion Programs, Receptive Language, Vocabulary Development, Environmental Influences, Language Tests, Auditory Discrimination, Visual Discrimination, Accuracy
Geographic Terms: Italy
DOI: 10.1080/15475441.2024.2429038
ISSN: 1547-5441
1547-3341
Abstract: The study investigated whether Italian child learners of English as a second language (L2) in a partial immersion program show accurate phonological representations of L2 words including challenging non-native vowels, and whether performance is related to age of onset and richness of L2 exposure, receptive L2 vocabulary, and parents' skills in the L2. Twenty-eight children in first grade (mean age = 6;7 years; SD = 0;3) participated in an experiment in which they had to judge whether an English auditory stimulus matched its accompanying picture. In the target condition, picture and word were minimal pairs including the challenging /i?/--/[near-close near-front unrounded vowel]/or/[open-mid back unrounded vowel]/--/ae/contrasts (e.g. sheep-ship). Receptive vocabulary in the L2 was assessed using a standardized test. Information on age of onset and current richness of L2 exposure and parents' skills in the L2 was collected using a questionnaire. Results revealed that children were building lexical representations in the L2 but did not readily distinguish between minimal pairs. Analyses suggested that having underspecified phonolexical presentations in the L2 was potentially related to amount of L2 exposure outside school, presumably due to exposure to accented input.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494975
Database: ERIC
FullText Text:
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  Data: Second Language Phonolexical Representations in Italian First-Grade Children Enrolled in an English Immersion Program: Effects of Receptive Vocabulary and Environmental Factors
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  Data: <searchLink fieldCode="AR" term="%22Valentina+Persici%22">Valentina Persici</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0475-104X">0000-0003-0475-104X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ross+Alexander+Nelhams%22">Ross Alexander Nelhams</searchLink><br /><searchLink fieldCode="AR" term="%22Marinella+Majorano%22">Marinella Majorano</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning+and+Development%22"><i>Language Learning and Development</i></searchLink>. 2025 21(3):293-309.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 17
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Lexicology%22">Lexicology</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Immersion+Programs%22">Immersion Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Discrimination%22">Auditory Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Discrimination%22">Visual Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink>
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  Data: 10.1080/15475441.2024.2429038
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  Data: 1547-5441<br />1547-3341
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study investigated whether Italian child learners of English as a second language (L2) in a partial immersion program show accurate phonological representations of L2 words including challenging non-native vowels, and whether performance is related to age of onset and richness of L2 exposure, receptive L2 vocabulary, and parents' skills in the L2. Twenty-eight children in first grade (mean age = 6;7 years; SD = 0;3) participated in an experiment in which they had to judge whether an English auditory stimulus matched its accompanying picture. In the target condition, picture and word were minimal pairs including the challenging /i?/--/[near-close near-front unrounded vowel]/or/[open-mid back unrounded vowel]/--/ae/contrasts (e.g. sheep-ship). Receptive vocabulary in the L2 was assessed using a standardized test. Information on age of onset and current richness of L2 exposure and parents' skills in the L2 was collected using a questionnaire. Results revealed that children were building lexical representations in the L2 but did not readily distinguish between minimal pairs. Analyses suggested that having underspecified phonolexical presentations in the L2 was potentially related to amount of L2 exposure outside school, presumably due to exposure to accented input.
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  Data: 2026
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  Data: EJ1494975
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        Value: 10.1080/15475441.2024.2429038
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 293
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Phonology
        Type: general
      – SubjectFull: Lexicology
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Grade 1
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Immersion Programs
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      – SubjectFull: Receptive Language
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Environmental Influences
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      – SubjectFull: Language Tests
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      – SubjectFull: Auditory Discrimination
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      – SubjectFull: Visual Discrimination
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      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Italy
        Type: general
    Titles:
      – TitleFull: Second Language Phonolexical Representations in Italian First-Grade Children Enrolled in an English Immersion Program: Effects of Receptive Vocabulary and Environmental Factors
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            NameFull: Valentina Persici
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            NameFull: Ross Alexander Nelhams
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            NameFull: Marinella Majorano
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              Y: 2025
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              Value: 1547-3341
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            – TitleFull: Language Learning and Development
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