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<p>Metalinguistic awareness is a&#xa0;crucial prerequisite for acquiring written language skills, developing even before formal education begins. This study investigated whether bilingualism enhances metalinguistic awareness at the semantic level comparing bilingual (<i>N</i> = 17) and monolingual (<i>N</i> = 22) preschoolers aged 4–6. Additionally, it examined the influence of factors such as parental socioeconomic status (SES) and linguistic input on semantic awareness. Semantic awareness was assessed using picture naming tasks that detected semantic ambiguity. The PPVT vocabulary test was carried out to ensure that the children had the necessary level of receptive German vocabulary to participate. Parental data on SES and language input were collected via an online questionnaire. The results showed that bilingual children recognized word ambiguities significantly earlier than their monolingual peers. This difference appears to be attributable solely to bilingualism. Variables such as receptive vocabulary, linguistic input, and SES did not affect performance. These findings highlight the importance of bilingual experience in developing the ability to abstract and thus metalinguistic awareness, which in turn is an essential basis for literacy.</p>

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Semantisches Bewusstsein bei Vorschulkindern: Wie Bilingualismus das metalinguistische Wissen stärkt

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  • 出版模式：

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  • 发表日期：

    2026年2月9日

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  • Katrin Odermann,
  • Barbara Mertins

摘要

Metalinguistic awareness is a crucial prerequisite for acquiring written language skills, developing even before formal education begins. This study investigated whether bilingualism enhances metalinguistic awareness at the semantic level comparing bilingual (N = 17) and monolingual (N = 22) preschoolers aged 4–6. Additionally, it examined the influence of factors such as parental socioeconomic status (SES) and linguistic input on semantic awareness. Semantic awareness was assessed using picture naming tasks that detected semantic ambiguity. The PPVT vocabulary test was carried out to ensure that the children had the necessary level of receptive German vocabulary to participate. Parental data on SES and language input were collected via an online questionnaire. The results showed that bilingual children recognized word ambiguities significantly earlier than their monolingual peers. This difference appears to be attributable solely to bilingualism. Variables such as receptive vocabulary, linguistic input, and SES did not affect performance. These findings highlight the importance of bilingual experience in developing the ability to abstract and thus metalinguistic awareness, which in turn is an essential basis for literacy.