The Language of Affect in Bilingual Child Directed Speech

Shiro, Martha

doi:10.1007/978-3-319-21136-7_4

Cited by 5 publications

(5 citation statements)

References 25 publications

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“…Nevertheless, the impact of L1 vs. L2 on the use of CDS becomes evident in the frequency and variability of some lexical and syntactic structures as well as in the degree of fluency. These findings are in accordance with preceding research that suggested qualitative differences between native and non-native speakers (Shanks, Señor and Hoff 2015;Shiro 2016), e.g. syntactically less complex speech of non-native speakers (Altan and Hoff 2018), greater support of children's language development from native input (Place and Hoff 2011;Altan and Hoff 2018;Hoff, Core and Shanks 2020), and hybrid communicative practice in bilingual homes (cf.…”

Section: Discussionsupporting

confidence: 92%

“…Konopka, Meyer and Forest 2018: 73) and their emotional references differ from L1 speakers (cf. Shiro 2016). The aspect of euphemizing lexis thus complements the analysis of CDS in L1 vs. L2, since it comprises lexemes expressing emotiveness (cf.…”

Section: Aims and Research Questionsmentioning

confidence: 89%

“…Generally, language input provided by non-native speakers was found to be syntactically less complex than native input; the latter thus being more supportive of children's language development than non-native input (Place and Hoff 2011;Altan and Hoff 2018;Hoff, Core and Shanks 2020). Moreover, according to the findings of research on the Spanish-English bilingual population in the South Florida region in the U.S. by Shiro (2016), references to emotions in CDS of non-native speakers differ from native speakers mostly qualitatively.…”

Section: Introductionmentioning

confidence: 94%

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A cross-linguistic comparison of child-directed speech in L1 vs. L2

Vozníková

2023

Brno Studies in English

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The present study examines child-directed speech (CDS) of a Slovak mother who intentionally alternates Slovak and English in communication with her two children in order to make them bilingual. It focuses on the occurrence of distinctive features of CDS in the two languages, and more particularly on the analysis of four contrastive aspects: euphemizing lexis, speech density, complexity, and fluency. The language samples recorded within the same time spans were transcribed and analyzed with the aim to discover the impact of L1 and L2 on the use of CDS. Results revealed substantial though not distinctly overwhelming superiority of the native language in all the given aspects and confirmed previous findings concerning qualitative differences between native and non-native speakers. However, they also showed that CDS maintains its distinctive features regardless of speaking a native or a non-native language, even though their quantity and quality might differ.

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Section: Discussionsupporting

confidence: 92%

Section: Aims and Research Questionsmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 94%

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A cross-linguistic comparison of child-directed speech in L1 vs. L2

Vozníková

2023

Brno Studies in English

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“…In this between-group comparison, language choice could be the source of the behavioral differences or both language choice and behavior could reflect the same influence of acculturation. However, a within-group comparison of the Spanish and English use of bilingual mothers talking to their children, including some from the same sample as the present study, found differences in how much bilingual mothers talked about emotions, volition, and cognition, depending on which language they were speaking (Shiro, 2016). This latter finding suggests that the participation differences between the mother-child conversations in Latino and mainstream U.S. families that are reported in the literature may also appear between the Spanish and English conversations that bilingual mothers have with their children.…”

Section: Cultural Influences On Bilinguals: the Cultural Frame Switch...contrasting

confidence: 57%

Mother–Child Conversations of Latina Immigrant and U.S.-Born Mothers in the United States

Hoff,

Shanks

2023

Journal of Cross-Cultural Psychology

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The present study examined heritage culture influences on the roles of adult and child in the conversations Latina immigrant mothers in the United States have with their young children. Spanish monolingual Latina mothers ( n = 17), Spanish-English bilingual Latina mothers ( n = 30), and English monolingual European American mothers ( n = 22) were recorded in toy play interaction with their 2.5-year-old children; the bilingual Latina mothers were recorded twice, once interacting in Spanish and once in English. Analyses of transcripts of those conversations revealed that the monolingual Spanish-speaking Latina mothers talked more and asked fewer questions of their children and their children talked less compared with the monolingual English-speaking European American mothers and their children, consistent with differences that have been observed between mothers in Latin America and in the United States. The Spanish and English conversations between the bilingual mothers and their children similarly differed in the ratio of adult to child speech, although the Latina mothers’ English conversations still differed from the English conversations of European American mothers. In addition, the ratio of mother to child speech in the immigrant mothers’ Spanish language conversations declined as their years of U.S. residence increased. These findings argue that children of Latina immigrant mothers in the United States are socialized to talk less (and listen more) in conversation with adults compared with children from European American families. These findings also provide new evidence for cultural frames as the mediators of cultural influences on behavior and for language priming of cultural frames.

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“…These cultural influences could operate even within subjects in a bilingual sample. There is evidence from multiple sources that bilinguals express different attitudes in their different languages (Marian & Kaushanskaya, 2004; Shiro, 2016).…”

Section: Discussionmentioning

confidence: 99%

Language specificity in the relation of maternal education to bilingual children’s vocabulary growth.

Hoff¹,

Burridge²,

Ribot³

et al. 2018

Developmental Psychology

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The robust relation between maternal education and child language that is observed in monolingual populations has not been reliably replicated among bilingual children from immigrant families in the United States. We hypothesized that a variable that operates in immigrant populations-the language in which mothers achieved their highest level of education, is relevant to the benefits of maternal education to children's language growth. The participants were 92 U.S.-born bilingually developing children (47 boys, 45 girls) with native Spanish-speaking immigrant mothers. The mothers varied both in their level of education and in the language (English or Spanish) in which they had achieved their highest level of education. The children's expressive vocabulary in English and Spanish was assessed at 6-month intervals between 30 and 60 months. Four sets of multilevel models, which included estimates of children's relative amount of input in each language and mothers' age of arrival, found that maternal level of education in English was significantly related to children's English skill, but not their Spanish skill, and that maternal level of education in Spanish was related to children's Spanish skill, but not their English skill. These language specific relations between mothers' levels of education and their children's language development potentially explain previous findings in immigrant populations. These findings further argue that maternal education benefits children's language because education changes mothers' use of the language in which that education was achieved. There was no evidence of a language general benefit of education, as might arise from increased knowledge of child development. (PsycINFO Database Record

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The Language of Affect in Bilingual Child Directed Speech

Cited by 5 publications

References 25 publications

A cross-linguistic comparison of child-directed speech in L1 vs. L2

A cross-linguistic comparison of child-directed speech in L1 vs. L2

Mother–Child Conversations of Latina Immigrant and U.S.-Born Mothers in the United States

Language specificity in the relation of maternal education to bilingual children’s vocabulary growth.

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