This article investigated the development of narrative production skills among Mandarin-English dual language immersion (DLI) students. A total of 60 children in first (N = 20), third (N = 21), and fifth-sixth (N = 19) grades generated oral narratives from wordless picture books in Mandarin and English. We examined variability in children’s macrostructure and microstructure production by language and grade level. We also examined within-language associations and cross-language transfer in narrative skills. Children in higher grades incorporated more macrostructure and microstructure elements in their narratives than children in lower grades. Within each language, microstructure skills were correlated with macrostructure skills. Evidence for development of shared skills across languages and language-specific patterns of narrative skills were also identified. Results contribute to the growing body of evidence for facilitative transfer in immersion contexts and highlight the importance of measuring outcomes in both the societal and the partner language.

中文翻译：

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中英双语沉浸式学习者的叙事技巧

本文调查了中英双语沉浸（DLI）学生叙事制作技能的发展。一年级（N = 20）、三年级（N = 21）和五至六年级（N = 19）共有 60 名孩子用普通话和英语的无字图画书进行口头叙述。我们根据语言和年级水平检查了儿童宏观结构和微观结构产生的变异性。我们还研究了叙事技能中的语言内关联和跨语言迁移。高年级的孩子比低年级的孩子在他们的叙述中融入了更多的宏观结构和微观结构元素。在每种语言中，微观结构技能与宏观结构技能相关。还确定了跨语言共享技能和特定语言的叙事技能模式发展的证据。结果为沉浸式环境中的促进性迁移提供了越来越多的证据，并强调了衡量社会语言和伙伴语言结果的重要性。