Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners

Rojas, Raúl; Iglesias, Aquiles; Bunta, Ferenc; Goldstein, Brian; Goldenberg, Claude; Reese, Leslie

doi:10.3109/17549507.2015.1081290

Cited by 53 publications

(70 citation statements)

References 38 publications

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“…We speculate that, as children advance through school, their emerging L2 abilities are more heavily influenced by input from other children, such as older siblings, as opposed to parents. Indeed, we are not the first to posit this developmental shift in the way input influences L2 acquisition (e.g., Golberg et al, 2008;Paradis, 2011;Rojas et al, 2016). It is, thus, important that future research consider under what circumstances increased quantity of input from mothers will influence children's emerging L2 abilities.…”

Section: Discussionmentioning

confidence: 96%

Home language environment and children's second language acquisition: the special status of input from older siblings

Duncan

Paradis

2020

J. Child Lang.

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Previous research suggests that increased second language (L2) input at home may not support L2 acquisition in children from migrant backgrounds. In drawing this conclusion, existing work has largely aggregated across family members. This study contrasts the effect of L2 input from older siblings with that from mothers. Participants were 113 child L2 learners of English (mean age = 5;10 [range 4;10–7;2]; mean exposure to L2 in school = 16.7 months [range 2–48 months]). All children had at least one older sibling. Using hierarchical linear regression modelling with controls for age, non-verbal reasoning and phonological short-term memory, we found that greater L2 input from siblings – but not mothers – was associated with stronger L2 abilities in narrative macrostructure, inflectional morphology, and vocabulary. Increased cumulative exposure to the L2 at school and greater maternal L2 fluency were also positively related to children's L2 inflectional morphology and vocabulary scores.

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Section: Discussionmentioning

confidence: 96%

Home language environment and children's second language acquisition: the special status of input from older siblings

Duncan

Paradis

2020

J. Child Lang.

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“…Furthermore, bilingual Spanish-and English-speaking children in the United States with NH are typically more exposed to Spanish in their early years, but as time progresses, their exposure shifts more to English (cf. Rojas et al, 2015), which may have contributed to our findings.…”

Section: Discussionmentioning

confidence: 67%

Alveolar and Postalveolar Voiceless Fricative and Affricate Productions of Spanish–English Bilingual Children With Cochlear Implants

Bunta

Tomblin

2017

J Speech Lang Hear Res

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“…Factor analysis Saeed et al (2014), Grant et al (2012), Rojas et al (2016), Dörnyei and Chan (2013), Rodriguez and Shepard (2013), Kurt and Bilginer (2016), Kartchava (2016), Huang (2017), and Kieffer and Lesaux (2012) Regression Cakir and Solak (2014), Alzubaidi, Aldridge, and Khine (2014), Baghaei and Ravand (2015), Ghadirzadeh, Hashtroudi, and Shokri (2013), Guntzviller, Yale, and Jensen (2016), Swanson, Kudo, and Guzman-Orth (2016), Wang and Cheng (2016), Sohsah et al (2014), Chen and Adesope (2016), and Johnson, Leonardo, and Anthony (2012) Correlation mining Dörnyei and Chan (2013), Rouhani (2013), Guntzviller et al (2016), Alkharusi (2013), François and 3rd workshop on NLP for Computer-assisted Language Learning (2014), Vyatkina (2012), Vyatkina (2013), and Sharifi and Ahangary (2015) Causal data mining Hong et al (2014), Winke (2013), Gu and Cheung (2016), Yu (2013), Hong et al (2015), Kim and Kang (2014), Robson (2015), and Silverman et al (2015) Path mining Tragant et al (2013), Winke (2013), Gu and Cheung (2016), Kim and Kang (2014), Robson (2015), Silverman et al (2015), ...…”

Section: Edm Methods Referencesmentioning

confidence: 99%

Data mining in foreign language learning

Bravo‐Agapito

Bonilla

Seoane

2018

WIREs Data Min & Knowl

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Educational data mining (EDM) combines the techniques of data mining with educational data in order to provide students, instructors, and researchers with knowledge that can benefit academic processes. Due to globalization, foreign language learning (FLL) has become increasingly important. This work seeks to gain insight as to how data mining (DM) is being used to benefit FLL. For this purpose, an advanced review of pertinent research published from 2012 to 2017 was performed. After applying our screening method, 208 papers were selected for the exhaustive analysis. This analysis was divided into four aspects: context (educational environments, educational level), number of items, DM methods, and DM applications. The results indicated that 54% of studies were conducted in traditional environments, while only 3% of studies were performed in an m‐learning environment. In addition, 25 and 72% of the research was conducted in either a primary or secondary level, or in tertiary or adult level, respectively. Likewise, 76% of studies contained datasets of less than 1,000 items. The most utilized EDM methods were: factor analysis, regression, text mining, correlation mining, and causal DM. In addition, the studies analyzed showed that DM is mainly employed to predict the performance of students, to check learners' motivation, and to provide feedback for instructors. These results seem to indicate that although DM has much to offer the increasing number of language students, it is not being used to its full potential. This article is categorized under: Application Areas > Education and Learning Fundamental Concepts of Data and Knowledge > Data Concepts

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Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners

Abstract: The findings from this study suggest that the determination of language experience of school-age bilingual children should examine differential language use with multiple interlocutors, particularly interactions with older siblings and peers.

Cited by 53 publications

References 38 publications

Home language environment and children's second language acquisition: the special status of input from older siblings

Home language environment and children's second language acquisition: the special status of input from older siblings

Alveolar and Postalveolar Voiceless Fricative and Affricate Productions of Spanish–English Bilingual Children With Cochlear Implants

Data mining in foreign language learning

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