Cross-linguistic Orthographic Encoding and Dynamic Mediated Learning in Rural Emergent Bilinguals: an Experimental Psycholinguistic Study
Year: 2026
Type: article
Abstract: Standardized early literacy metrics routinely conflate educational non-exposure with neurocognitive pathology among children in resource-constrained rural ecologies. This experimental framework delineates an analytical model examining cross-linguistic phonological encoding, orthographic memory, and cognitive modifiability during emergent bilingual acquisition. We articulate a complementary five-task experimental battery—comprising familiar word dictation, pseudoword dictation, direct orthographic copying, spontaneous composition, and receptive recognition—to dissociate central language deficits from peripheral graphomotor execution and home-language transfer phenomena. Because standardized normative cutoffs risk systematic diagnostic misclassification in marginalized cohorts, this design operates strictly as an investigative psycholinguistic protocol rather than a prescriptive diagnostic scale. Methodological triangulation across mediated tasks isolates structural cognitive resilience, providing clinical and pedagogical architectures with objective mechanisms to identify genuine learning impairments without penalizing sociolinguistic divergence.
Authors: Gulruh Tillabayeva, Ergasheva Gulixon
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7223855413