The Influence of Older Siblings on Language Use Among Second‐Generation Latino Preschoolers

Kibler, Amanda K.; Palacios, Natalia; Baird, Ashley Simpson

doi:10.1002/tesq.151

Cited by 23 publications

(11 citation statements)

References 20 publications

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“…As a case study with a pair of Korean-English bilingual siblings, the findings of this study cannot be generalized to bilingual siblings whose first and second languages are different, whose home environment is different (e.g., the number of siblings, degree or quality of parental engagement, ages of and age gaps between siblings), and whose community context is different (e.g., more opportunities to use Korean in LA). Also, unlike the older siblings in previous studies who pretended to teach and invited their younger siblings to read books (Gregory, 2001;Kibler et al, 2014), Meeso preferred not to read books to/for Meejin or explain how to do something to her. This could have been due to a number of reasons-Meejin's English level, Meeso's preference to use English, Meejin's lack of interests in book reading, or the four-year age gap separating them.…”

Section: Resultsmentioning

confidence: 88%

Korean–English bilingual sibling interactions and socialization

Cho

2018

Linguistics and Education

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This paper examines how a pair of Korean-American siblings interact and socialize and how their interactions change over time as the younger sibling starts to go to an Englishspeaking preschool. A 7-year-old Korean-English bilingual girl and her 3-year-old sister were observed in their home over 23 visits within a year. Their discourse data, including 33 h of audio-recordings, were analyzed from the Language Socialization perspective. The older sibling's authority derived from the age-based Korean family hierarchy inevitably played a role in creating shared benefits in the bilingual sibling relationship. After the younger sibling began to speak English, there were noticeable changes in the power asymmetry and language parallelism-the younger sibling's repetition of older sibling's utterances. This study offers insight into the bidirectionality of sibling socialization processes of sibling interactions in relation to their bilingual and bicultural development.

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Section: Resultsmentioning

confidence: 88%

Korean–English bilingual sibling interactions and socialization

Cho

2018

Linguistics and Education

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“…More specifically, as Barron-Hauwaert (2011) asserts, ''from the limited information we have, younger children appear to be guided by the older child, who sets the precedent'' (55). This is further reiterated in our own research in which maternal reports of child language use in the home suggest that preschool Latino children in immigrant families with older siblings are less likely to speak Spanish to their mother than children without older siblings (Kibler et al, 2014).…”

Section: Older Siblings In Linguistic Minority Familiesmentioning

confidence: 92%

“Yo te estoy ayudando; estoy aprendiendo también/I am helping you; I am learning too:” A bilingual family’s community of practice during home literacy events

Baird

Kibler

Palacios

2014

Journal of Early Childhood Literacy

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This case study examines one Honduran immigrant family's community of practice during home literacy events. Data include field notes and audio and video recordings from six weeks of in-home observations. Coding and discourse analysis are used to analyse talk-in-interaction in order to understand how the family engages in literacy events. Family discourse reveals patterns of speech according to the language of narrative texts, shared strategy use between mother and child, and the influence of an older sibling. Through the exploration of these patterns, this study documents the multidirectional influence of one family's community of practice where family members are able to leverage their linguistic and/or literate strengths to construct meaning mutually during literacy events. This study provides evidence for the benefits of

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“…An individual’s linguistic environment does not necessarily remain unchanged from the beginning moments of when he or she first acquires language(s). For example, immigration, divorce, the addition of siblings, and other such factors influence linguistic experiences (e.g., Kibler, Palacios, & Baird, ).…”

Section: Moving From Native Language To Linguistic Experiencesmentioning

confidence: 99%

How and When Did You Learn Your Languages? Bilingual Students’ Linguistic Experiences and Literacy Instruction

Brooks¹

2016

J Adolescent & Adult Lit

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Educators are expected to take into account students’ linguistic experiences when designing literacy instruction. However, official school records traditionally provide limited information about students’ linguistic histories. This article presents educators with a linguistic survey that can help bridge this gap. The survey is an easy‐to‐use classroom resource through which educators can gather information about their students’ linguistic experiences. Notably, it is based on ideas about and research on bilingualism that are not traditionally discussed in mainstream literacy education. To illustrate the survey's potential for instruction, the article includes a case study of a 10th‐grade student and discusses the implications of the type of information garnered by the survey for literacy pedagogy. As a whole, this article supports educators in making more linguistically informed decisions about literacy instruction.

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The Influence of Older Siblings on Language Use Among Second‐Generation Latino Preschoolers

Cited by 23 publications

References 20 publications

Korean–English bilingual sibling interactions and socialization

Korean–English bilingual sibling interactions and socialization

“Yo te estoy ayudando; estoy aprendiendo también/I am helping you; I am learning too:” A bilingual family’s community of practice during home literacy events

How and When Did You Learn Your Languages? Bilingual Students’ Linguistic Experiences and Literacy Instruction

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