Reading in Bidialectal Contexts: A Review of the Literature and Considerations for Educational and Clinical Practice

Introduction

Language, as a dynamic and multifaceted system, plays a central role in shaping the process of learning to read. The complex interaction between spoken and written language is a cornerstone of reading acquisition, where phonological awareness, decoding skills and metalinguistic comprehension converge to facilitate reading. However, the effects of dialect on this complex process have received increasing attention, revealing that the language variations inherent in dialects can significantly influence how children learn to read. As language manifests itself in a variety of forms in different regions and communities, the acquisition of reading skills becomes a complex dance between the phonological and orthographic characteristics of the mother tongue. This paper explores the delicate relationship between dialect and reading acquisition, with particular emphasis on the unique context of Cyprus.

The influence of the dialect on reading development is multifaceted and profound. Variations in phonological patterns, placement of intonation, and segmental phonemes can contribute to differential phonetic awareness, which in turn affects phonological decoding skills necessary for word recognition. In addition, dialect-specific vocabulary and syntactic structures can create mismatches between spoken and written language, posing challenges for decoding unfamiliar words and understanding written texts. As dialects often incorporate cultural identities and social contexts, their impact extends beyond phonological differences, affecting the ways children approach literacy and engage with the written word.

The linguistic landscape of Cyprus presents a particularly interesting case study to investigate the effects of dialect on the acquisition of reading. The Cypriot Greek dialect (henceforth, CG), different from Standard Modern Greek (henceforth, SMG), encapsulates the linguistic heritage of this Mediterranean island nation. Cyprus, with its rich history and cultural diversity, provides a unique vantage point to explore the interaction between dialectical influences and early literacy development. The nuances of CG, in terms of phonology, vocabulary and syntax, raise important questions about how these variations shape the reading experiences of children in Cyprus. Understanding the interaction between dialect and reading acquisition in Cyprus not only enriches our understanding of the broader dynamics of language and literacy, but also offers insights into designing effective literacy teaching tailored to the region's unique language context.

Through the examination of research findings, language policies and educational practices, we aim to shed light on the subtle interactions between dialect and reading acquisition in Cyprus. This exploration ultimately contributes to a more comprehensive understanding of the multifaceted nature of reading development, highlighting the importance of taking linguistic diversity into account to promote successful literacy outcomes for all learners.