Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables

Winsler, Adam; Burchinal, Margaret; Tien, Hsiao-Chuan; Peisner-Feinberg, Ellen; Espinosa, Linda; Castro, Dina C.; LaForett, Doré R.; Kim, Yoon Kyong; Feyter, Jessica De

doi:10.1016/j.ecresq.2014.02.008

Cited by 144 publications

(71 citation statements)

References 77 publications

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“…Other studies investigating language aspects of autistic children in bilingual [20][21][22][23], multicultural environments [24,25], speciically with minority groups [26], of immigrants [27] reported aspects like those observed in this study. One study [10] was found that involved research into autism awareness and knowledge about autism speciically in foreigners.…”

Section: Discussionsupporting

confidence: 69%

Information and Impression Regarding ASD Questionnaire Answered by Foreigners Living in Brazil

Amato¹,

Molini-Avejonas²,

Varanda³

2017

Advances in Speech-Language Pathology

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Autism Spectrum Disorders (ASDs) constitute a group of disorders characterized by changes present at early ages and manifesting in the areas of development of communication, behavior, and interpersonal relationship. Because ASD signiicantly afects communication and the social skills, all multicultural context needs to be beter investigated. There is an urgent need to understand the impact of migratory process, bilingual environment exposure on the language development of children with ASD. The present study aims to present the results of 657 foreign residents in Brazil that answered an online questionnaire to know the consolidated information about ASD. Participants from 23 countries responded to the survey. Bolivia and Argentina were the countries with the highest number of participants. The present study found that 100% of the participants have heard of autism. About 80.6% of the sample had a family member with autism. The sociodemographic diversity identiied in this study relects the sociocultural diversity present in Brazil, besides reinforcing the importance of considering this population when thinking about strategies and behaviors directed at individuals with ASD.

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Section: Discussionsupporting

confidence: 69%

Information and Impression Regarding ASD Questionnaire Answered by Foreigners Living in Brazil

Amato¹,

Molini-Avejonas²,

Varanda³

2017

Advances in Speech-Language Pathology

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“…Although there are many compelling arguments in favor of bilingual preschool education (e.g., Castro, 2014;Castro, Garcia, & Markos, 2013;Garcia & Jensen, 2009;Hammer et al, 2014Hammer et al, , 2014Winsler et al, 2014), the added value of bilingual instruction in math seems small compared to the value of serving more children overall, even if the services are provided only in English.…”

Section: Early Number Knowledge In Dual-language Learners 28mentioning

confidence: 99%

Early Number Knowledge in Dual-Language Learners From Low-SES Households

Sarnecka

Negen

Goldman

2018

Language and Culture in Mathematical Cognition

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A large and growing proportion of American students are dual-language learners, and many live in or near poverty. In order to serve these students, educators must understand their needs. In this chapter we discuss the role of bilingualism in acquiring early number knowledge. Then we briefly review what is known about the ways in which young children represent number, including the approximate number system (ANS) and symbolic representations of exact numbers-both spoken and written. Next, we describe our own large study of early numeracy in preschool-age dual-language-learners (DLLs) from low-socioeconomic-status (SES) households, with comparison groups of high-and low-SES English monolingual preschoolers, as well as dual-language learners from high-SES households. The main conclusions we draw from this study are the following.(1) Educational delays in acquiring basic number skills are attributable to poverty, not to being a dual-language learner. (2) Pre-kindergarten programs such as Head Start seem to provide experience with counting and numbers that is crucial for low-SES children. (3) Given limited resources, it is reasonable to assess the early numeracy of low-income dual-language learners by testing only in their language of instruction, rather than in both of their languages. Testing only in the language of instruction is much less costly and yields very similar information. (4) The SES-related gap in math achievement is much more a gap in symbolic number knowledge (spoken and written numbers) than in ANS acuity. Thus, improving children's symbolic number knowledge should be the focus of interventions seeking to narrow this gap.

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“…For example, Mexican American cultural values and beliefs associated with home literacy practices may differ from the discrete, academically related skills valued by schools or White middle-class families (Bridges et al, 2015) in ways that affect child vocabulary development (Castro, Mendez, Garcia, & Westerberg, 2012;Reese & Gallimore, 2000;Winsler et al, 2014). Nevertheless, research has shown that the literacy traditions of Latino families-often overlooked by one-size-fits-all models of HLE models-often include rich forms of literacy, such as oral storytelling, talking to the child, singing, and reciting poetry (Billings, 2009), that complement school practices (Reese, 2002).…”

mentioning

confidence: 99%

Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary

González

Acosta

Davis

et al. 2016

Early Education and Development

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Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables

Cited by 144 publications

References 77 publications

Information and Impression Regarding ASD Questionnaire Answered by Foreigners Living in Brazil

Information and Impression Regarding ASD Questionnaire Answered by Foreigners Living in Brazil

Early Number Knowledge in Dual-Language Learners From Low-SES Households

Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary

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