Parental Acculturation Attitudes: Direct and Indirect Impacts on Children’s Second Language Acquisition

Troesch, Larissa Maria; Segerer, Robin; Claus-Pröstler, Nina; Grob, Alexander

doi:10.1080/10409289.2020.1740640

Cited by 7 publications

(10 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Findings from these studies are mixed. One study with immigrant families in Switzerland found no relation between parental acculturation attitudes toward the host country and children's second language (L2) skills, but found that parental acculturation attitudes toward the country of origin were negatively correlated with children's L2 skills (Troesch et al, 2021). This is in contrast to a study with Chinese immigrant families that found no connection between parental acculturation orientation toward host and heritage cultures and children's L2 skills (Tsai et al, 2012).…”

Section: Parental Acculturationmentioning

confidence: 80%

“…Most of the studies on the effects of parental acculturation on immigrant children have been conducted with parents of adolescents (Costigan and Dokis, 2006;Oh and Fuligni, 2010;Kim et al, 2015) and there is limited research describing the effects of acculturation on preschool-age children (e.g., Oades-Sese and Li, 2011). In particular, there are only a few studies that have examined how parental acculturation attitudes are related to children's bilingual ability (Tsai et al, 2012;Troesch et al, 2021). Findings from these studies are mixed.…”

Section: Parental Acculturationmentioning

confidence: 99%

“…However, most of the previous studies examining the links between immigrant parents' acculturation and child outcomes have been focused on adolescents (e.g., Costigan and Dokis, 2006;Oh and Fuligni, 2010;Kim et al, 2015;Glatz et al, 2021), although with a few exceptions (e.g., Chen et al, 2014;Yu et al, 2018). Moreover, only a few studies have examined the relations between parental acculturation and young DLLs' bilingual abilities (e.g., Oades-Sese and Li, 2011;Tsai et al, 2012;Troesch et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Parental Acculturation and Children’s Bilingual Abilities: A Study With Chinese American and Mexican American Preschool DLLs

et al. 2022

View full text Add to dashboard Cite

Previous studies support the link of parental acculturation to their children’s academic achievement, identity, and family relations. Prior research also suggests that parental language proficiency is associated with children’s vocabulary knowledge. However, few studies have examined the links of parental acculturation to young children’s oral language abilities. As preschool oral language skills have been shown to predict future academic achievement, it is critical to understand the relations between parental acculturation and bilingual abilities with young immigrant children. Furthermore, few studies have examined the links between parental acculturation and children’s bilingual ability among different immigrant groups who live in the same areas to understand possible similarities and differences. To address these gaps, this study examines these relations in two of the largest and fastest-growing immigrant populations in the United States, Chinese American and Mexican American families. A total of 119 dual language learners (DLLs; 64 Chinese Americans and 55 Mexican Americans) enrolled in Head Start programs in Northern California were recruited. DLLs were assessed on oral language measures in both their heritage language (HL) and English. Parental interviews were conducted to obtain parental acculturation and language proficiency. Results showed no significant group differences between Chinese American and Mexican American parents on the majority of their acculturation dimensions. Furthermore, there were no significant group differences in the bilingual abilities between Chinese American and Mexican American DLLs. Cluster analysis identified four groups of DLLs based on their bilingual ability: high language ability in both English and HL, low language ability in both, English-dominant, and HL-dominant. Results suggest that parental acculturation levels are more similar than different among the four groups. On average, parents in all four groups had stronger ties to their heritage culture and HL than to the American culture. Results also showed links between parental cultural identities and children’s language dominance. Parents of English-dominant children had significantly higher levels of American identity than the parents of children with high ability in both languages. Implications are discussed.

show abstract

Section: Parental Acculturationmentioning

confidence: 80%

Section: Parental Acculturationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Parental Acculturation and Children’s Bilingual Abilities: A Study With Chinese American and Mexican American Preschool DLLs

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Previous research has primarily examined the acculturation of immigrant parents and their adolescent children, focusing on factors including psychological well-being, depressive symptoms, behavioral problems, and parenting styles (e.g., Liu et al, 2009 ; Costigan and Koryzma, 2011 ; Kim et al, 2015 ). Only a few studies have examined the relationship between parental acculturation and the oral proficiency of dual language learners’ (DLLs’)–children 0–8 who are learning two or more languages (e.g., Tsai et al, 2012 ; Troesch et al, 2021 ; Uchikoshi et al, 2022 ). Little is known about the relationships among the reasons for migration, acculturation, and the home language practices of immigrant parents of young children living in the U.S.…”

Section: Introductionmentioning

confidence: 99%

Reasons for migration, parental acculturation, and language: the case of Chinese American and Mexican American parents and dual language learners

Buttiler,

Zhou,

Uchikoshi

2023

Front. Psychol.

View full text Add to dashboard Cite

Migration is a complex process associated with a range of social, economic, and political reasons. In the U.S., almost one-quarter of the total population of parents are immigrant parents of children ages 0–10. Immigrant parents transmit values from their culture of origin as well as their language to their children. Additionally, they may undergo a process of cultural and psychological change known as acculturation. Research has shown that acculturation can be linked to parenting styles and adolescents’ psychological well-being and behavioral problems. However, little is known about the associations among immigrant parents’ acculturation, their home language and literacy practices, and their bilingual children’s language skills. This study explores the relationships among reasons for migration, parental acculturation, home language and literacy practices, and child expressive vocabulary in English and their heritage language (HL). A group of 190 Spanish-English (N = 66) and Chinese-English (N = 124) dual language learners (DLLs) (mean age = 48.98 months) and their Chinese and Mexican parents (mean age of migration = 18.57 and 21.38 years old respectively participated. Frequency counts revealed that Mexican American families migrated to the U.S. mostly for multiple reasons, including joining family members, getting married, and looking for better education or job opportunities, whereas most Chinese American families migrated for family reasons only. Path analysis models showed that, for both cultural groups, language input in Spanish and Chinese mediated the relationship between parents’ cultural orientations and DLLs’ HL expressive vocabulary. These findings emphasize that despite the heterogeneity of immigrant families and the variability in DLLs’ vocabulary skills in preschool, there exist some similarities across immigrant parents and bilingual children. A deeper understanding of acculturation practices and home language use can help educators better support children from diverse backgrounds and promote cultural awareness and sensitivity in the classroom.

show abstract

“…They also mention the burden when children are taking the role of (language) mediator for their parents in everyday life. Moreover, parents' language skills influence their child's language skills (Troesch et al, 2021) and thus have an indirect impact on the child's social contacts and educational success as mentioned above. In addition, when parents have insufficient language skills, children are likely to have less access to health care (Skinner et al, 2010).…”

mentioning

confidence: 99%

Mental Health in Children of Immigrants in Germany: The Role of Socio-Demographic and Immigration-Related Characteristics

et al. 2021

View full text Add to dashboard Cite

Over the last decades, the number of immigrants in Germany has been rising steadily. One result of this is that currently, around 40% of children in the country have immigrant parents. Existing studies report rather mixed results concerning their mental health outcomes. The present study provides some insight into factors that affect the mental health of this population. We compared emotional and behavioral problems (assessed via the SOEP-SDQ) in 5- to 10- year-old children of immigrants and their native German peers (N = 2441). We considered socioeconomic status as well as immigration-related characteristics of parents (age at immigration, country of origin, perceived discrimination, host country language skills, and immigrant generation). We examined the mental health status of the parents as a possible mediator between these characteristics and the children’s mental health outcomes. We did not find a difference in emotional and behavioral problems between immigrant and native children living in Germany. Low socioeconomic status was associated with more emotional and behavioral problems in both immigrant and native German children. Younger age at immigration to Germany in fathers and poorer German language skills among mothers were found to be directly associated with poorer mental health in children of immigrants. Mothers’ mental health status mediated the effects of perceived discrimination and mothers’ German language skills. The results underline the urgent need for a more detailed examination of immigration-related characteristics in immigrants living in Germany in order to better understand and prevent possible mental health-related disadvantages among their children.

show abstract

Parental Acculturation Attitudes: Direct and Indirect Impacts on Children’s Second Language Acquisition

Cited by 7 publications

References 55 publications

Parental Acculturation and Children’s Bilingual Abilities: A Study With Chinese American and Mexican American Preschool DLLs

Parental Acculturation and Children’s Bilingual Abilities: A Study With Chinese American and Mexican American Preschool DLLs

Reasons for migration, parental acculturation, and language: the case of Chinese American and Mexican American parents and dual language learners

Mental Health in Children of Immigrants in Germany: The Role of Socio-Demographic and Immigration-Related Characteristics

Contact Info

Product

Resources

About