CROSS-LINGUISTIC ORTHOGRAPHIC ENCODING AND DYNAMIC MEDIATED LEARNING IN RURAL EMERGENT BILINGUALS: AN EXPERIMENTAL PSYCHOLINGUISTIC STUDY

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.