Xi Chen
List of John Benjamins publications in which Xi Chen is involved.
2025 An exploration of oral language profiles of students in early French immersion Journal of Immersion and Content-Based Language Education: Online-First Articles | Article
This article describes an exploratory study of bilingual oral language profiles among a diverse group of students in Early French Immersion (EFI), in Ontario, Canada. Participants were 28 EFI students in Grade 4 (9–10 years of age). Oral language components were assessed with measures of… read more
2024 Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs Journal of Immersion and Content-Based Language Education 12:1, pp. 1–24 | Article
This study explored the academic achievement of students who speak a minority language (ML) at home (i.e., a language other than the official languages of Canada, English and French) and who have special education needs (SEN), in two educational programs that differed in language of instruction:… read more
2018 Chapter 4. How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? Writing Systems, Reading Processes, and Cross-Linguistic Influences: Reflections from the Chinese, Japanese and Korean Languages, Pae, Hye K. (ed.), pp. 73–98 | Chapter
We discuss the cross-language relationships of phonological awareness, morphological awareness, and vocabulary in the context of English and Chinese and also how these three constructs are related to word reading within and between the two languages. We focused on a series of studies that have… read more
2017 A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven, Segers, Eliane and Paul van den Broek (eds.), pp. 219–236 | Chapter
This longitudinal study tested whether contributions of phonological awareness and morphological awareness to Chinese vocabulary and character reading measured one year later were similar for monolingual Chinese-speaking children in China and Chinese-English bilingual children in Canada.… read more
2016 The development of orthographic processing skills in children in early French immersion programs Cross-linguistic Transfer in Reading in Multilingual Contexts, Zaretsky, Elena and Mila Schwartz (eds.), pp. 17–42 | Article
Children learning to read in two languages are faced with orthographic features from both languages, either unique to a language or similar across languages. In the present study, we examined how children develop orthographic processing skills over time (from grade 1 to grade 2) with a sample of… read more
2016 The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children Cross-linguistic Transfer in Reading in Multilingual Contexts, Zaretsky, Elena and Mila Schwartz (eds.), pp. 121–144 | Article
To evaluate the effects of bilingual education on minority-language children’s English language and literacy outcomes, we compared grade 1 Chinese-speaking Canadian children enrolled in three different instructional programs (French Immersion, Chinese-English Paired Bilingual, English-only). ANCOVA… read more
2016 Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children Cross-linguistic Transfer in Reading in Multilingual Contexts, Zaretsky, Elena and Mila Schwartz (eds.), pp. 93–120 | Article
The present study was designed to examine concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness at two levels, the construct level and the reading level. We investigated whether phonological awareness and morphological awareness measured in one… read more
2014 The development of orthographic processing skills in children in early French immersion programs Cross-linguistic transfer in reading in multilingual contexts – recent research trends, Zaretsky, Elena and Mila Schwartz (eds.), pp. 16–39 | Article
Children learning to read in two languages are faced with orthographic features from both languages, either unique to a language or similar across languages. In the present study, we examined how children develop orthographic processing skills over time (from grade 1 to grade 2) with a sample of… read more
2014 The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children Cross-linguistic transfer in reading in multilingual contexts – recent research trends, Zaretsky, Elena and Mila Schwartz (eds.), pp. 116–138 | Article
To evaluate the effects of bilingual education on minority-language children’s English language and literacy outcomes, we compared grade 1 Chinese-speaking Canadian children enrolled in three different instructional programs (French Immersion, Chinese-English Paired Bilingual, English-only).… read more
2014 Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children Cross-linguistic transfer in reading in multilingual contexts – recent research trends, Zaretsky, Elena and Mila Schwartz (eds.), pp. 89–115 | Article
The present study was designed to examine concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness at two levels, the construct level and the reading level. We investigated whether phonological awareness and morphological awareness measured in one… read more