This longitudinal study investigated how lexical restructuring can stimulate emerging bilingual children’s phonological awareness in their first (L1) and second (L2) languages. Sixty-two English (L1) – French (L2) bilingual children (Mage = 75.7 months, SD = 3.2) were taught new English and French word pairs differing minimally in phonological contrast. The results indicated that increasing lexical specificity in English mediated the relationship between English vocabulary and English phonological awareness both concurrently and longitudinally at the end of Grade 1. A longitudinal relationship was established among French vocabulary, French lexical specificity, and French phonological awareness at the end of Grade 1. Notably, cross-language transfer from English lexical specificity was a better predictor of development in French phonological awareness, especially for words that contained phonological contrasts that occurred in both languages. The results from this study highlight the phonological foundations of early literacy and extend the lexical restructuring hypothesis to emerging bilingual children.

这项纵向研究调查了词汇重组如何刺激新兴双语儿童对第一语言 (L1) 和第二语言 (L2) 的语音意识。 62 名英语 (L1) - 法语 (L2) 双语儿童（ M年龄= 75.7 个月， SD = 3.2）被教授了语音对比差异极小的新英语和法语单词对。结果表明，英语词汇特异性的增加在一年级结束时同时和纵向地调节了英语词汇和英语语音意识之间的关系。一年级结束时，法语词汇、法语词汇特异性和法语语音意识之间建立了纵向关系值得注意的是，英语词汇特异性的跨语言迁移可以更好地预测法语语音意识的发展，特别是对于包含两种语言中出现的语音对比的单词。这项研究的结果强调了早期识字的语音基础，并将词汇重组假说扩展到新兴的双语儿童。