Home Language Activities and Expressive Vocabulary of Toddlers from Low-SES Monolingual Families and Bilingual Immigrant Families

Abstract

Children from low-SES (socioeconomic status) and minority language immigrant families are at risk of vocabulary difficulties due to the less varied and complex language in the home environment. Children are less likely to be involved in home language activities (HLA) in interaction with adults in low-SES than in higher-SES families. However, few studies have investigated the HLA variability among low-SES, minority language bilingual immigrant families. This longitudinal study analyzes the frequency and duration of HLA and their predictive roles for expressive vocabulary acquisition in 70 equivalent low-SES monolingual and bilingual toddlers from minority contexts. HLA and vocabulary were assessed at 24 and 30 months in the majority language (Italian) and in total (majority+minority language) using parent and teacher reports. The frequency and duration of HLA in interaction with adults in total, but not in the majority language, at 24 months were similar for the two groups. These activities uniquely accounted for expressive vocabulary at 30 months, after accounting for total vocabulary at 24 months, in both groups. In conclusion, a minority-majority language context is not an additional risk factor for vocabulary acquisition if HLA is considered in interaction with adults in both languages. HLA are proximal environmental protective factors for vocabulary acquisition.

The Predictive Role of Quantity and Quality Language-Exposure Measures for L1 and L2 Vocabulary Production among Immigrant Preschoolers in Italy

“…However, regarding L1, the number of books at home affected vocabulary in conjunction with individual and environmental variables [22]. The "reading input"-how frequently family members read to a child-was positively associated with vocabulary in L2 [11,19,23], but incoherent data were found in L1 (positive association, 11; lack of association, 24).…”

“…The effect of active and passive practices on vocabulary production has also been explored. Florit, Baracchetti, Majorano, and Lavelli [23] found that only active-level practices affected children's expressive vocabulary in L2 at 2 years of age, even though L2 was less frequently used in immigrant families with low socioeconomic status (SES). Finally, Leseman [11] confirmed that specific activities, such as storytelling, talking about everyday facts, and reading books, enhanced L1 vocabulary and that home conversations, such as child-caregiver conversations during lunch/dinner, songs, and nursery rhymes, were crucial for promoting L2 vocabulary.…”

“…Several qualitative language measures were predictors of L2 vocabulary: the combined measures of experience with media, books, and activities organized with friends in a typical week [20]; the number of questions asked during book reading interactions [19]; the number of books at home [13]; reading input, including the mother and father reading to the child and the availability of books [24]; the frequency of high-level practices promoting childparent interaction (e.g., shared reading, storytelling, songs); and the duration of reading among immigrant toddlers of 30 months [23]. However, the combined qualitative measures of experience with an iPad, TV, movies, and storytelling [17] did not predict L2 vocabulary.…”

“…We analyzed current language exposure as parental input and child output in L1 and L2 and cumulative exposure as the duration of preschool L2 exposure. In addition, following the study of Florit et al [23], we explored home language practices by distinguishing them according to the characteristics of communicative and linguistic interaction. Therefore, we distinguished HLE-active practices (e.g., listening to songs and nursery rhymes, telling stories and fairy tales, reading books with pictures) as the ideal context, in which high-quality input supports language acquisition, from HLE-passive practices (e.g., watching television), which lack high-quality communicative and linguistic interaction.…”

COVID-19 and bilingual children’s home language environment: Digital media, socioeconomic status, and language status

“…As previous research has pointed out, the effect of digital activity on children's language skills depends on how engaging the material is. Digital activity that encourages good parent-child interactions as when conventional materials are used are more effective than having a child passively absorb language-relevant information (Florit et al, 2021). As such, promotion of digital activity for children should consider digital interactions that resemble responses and replies.…”