The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development

Duursma, Elisabeth; Contreras, Silvia Romero; Szuber, Anna; Proctor, Patrick; Snow, Catherine E.; August, Diane; Calderon, Margarita

doi:10.1017/s0142716407070099

Cited by 32 publications

(30 citation statements)

References 24 publications

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“…All children attended schools with regular English instruction, but had frequent oral interactions with bilingual educators in Spanish during the school day in a school environment that included many Spanish speakers. Our investigation supports views that maintaining proficiency in Spanish requires a combination of home and school instruction [62,63] with daily Spanish communication in the household. In this case, children had informal interactions in Spanish with bilingual school educators.…”

Section: Discussionsupporting

confidence: 86%

A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade: Kindergarten and Grade 1

et al. 2017

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Abstract:In this study, we elicited grammatical forms (oral production) from a group of child heritage speakers of Spanish (N = 45) in English and Spanish, using the morphosyntax subtest of the Bilingual English-Spanish Assessment (BESA), (Peña et al. 2014). A cross-sectional design was used with 25 participants in kindergarten and 20 in first grade. All children spoke Spanish at home and attended English rural schools. We controlled for L2 class environment and socio-economic status. Research findings indicated children produced more target structures in L1 Spanish. This project supports the view that sequential bilingualism and continuous exposure to the heritage language may assist heritage speakers to maintain some L1 structures (Miller and Cuza 2013; Pascual y Cabo and Gómez Soler 2015). Patterns of L2 development are also addressed.

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Section: Discussionsupporting

confidence: 86%

A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade: Kindergarten and Grade 1

et al. 2017

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“…As is predicted by usage-based theories of language acquisition (Tomasello, 2003), the quality and the quantity of children's bilingual language input/exposure at home (and in school) and how much the children themselves actually speak each language are major determinants of children's growth over time in both L1 and L2 (Bohman, Bedore, Peña, Mendez-Perez, & Gillam, 2010;Duursma et al, 2007;Hammer, Davison, Lawrence, & Miccio, 2009;Hammer et al, 2012). A few studies (Bohman et al, 2010;Hammer et al, 2012) have started to show that some family factors (parental education, poverty status, immigrant generation) are related to the speed of L2 development among young bilinguals.…”

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confidence: 99%

Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty.

Winsler¹,

Kim²,

Richard³

2014

Developmental Psychology

114

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This article analyzes the role that individual differences in children's cognitive, Spanish competence, and socio-emotional and behavioral skills play in predicting the concurrent and longitudinal acquisition of English among a large sample of ethnically diverse, low-income, Hispanic preschool children. Participants assessed at age 4 for language, cognitive, socio-emotional, and behavioral skills were followed through kindergarten. Multivariate analyses demonstrated that Spanish-speaking preschoolers with greater initiative, self-control, and attachment and fewer behavior problems at age 4 were more successful in obtaining English proficiency by the end of kindergarten compared to those initially weaker in these skills, even after controlling for cognitive/language skills and demographic variables. Also, greater facility in Spanish at age 4 predicted the attainment of English proficiency. Social and behavioral skills and proficiency in Spanish are valuable resources for low-income English language learners during their transition to school.Keywords: English language learner (ELL), dual language learner, Latino/Hispanic, social skills, English acquisitionThe number of English language learners (ELLs) in the United States has been increasing progressively in recent years. ELL enrollment in schools more than doubled between 1997 and 2008 (National Clearinghouse for English Language Acquisition, 2010). Hispanic children, who speak Spanish as their first language (L1), make up the largest proportion of ELL students in today's schools (U.S. Census Bureau, 2010). Given that (a) Hispanics are the largest and fastest growing minority group in the United States; (b) disproportionately high numbers of Hispanic children live in poverty (Chau, Thampi, & Wight, 2010); and (c) Hispanic children, as a group, struggle with relatively poor educational achievement, Garcia and Jensen (2009) argued that young Hispanic children constitute an urgent demographic imperative requiring considerable research and policy attention.One of the key questions has to do with the conditions under which, and the speed with which, young Hispanic children acquire English. Depending on the pattern and timing of exposure to and support for both English and Spanish in the early years, there are many possible language outcomes for such children-some become fully bilingual fairly early on in childhood, learning English and maintaining Spanish in the process; some remain predominantly Spanish speakers with only limited English proficiency; and some become fully competent in English at the expense of Spanish. The current article examines child-level predictors of progress toward proficiency in English during pre-K and kindergarten among Spanish-speaking children in poverty. ELL children who become fully proficient in English, and who do so earlier in their educational career, do better later in school than those who continue to struggle with English proficiency (Halle, Hair, Wandner, McNamara, & Chien, 2012). Of course, English proficiency is only one of th...

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“…Bei der One person-One language Konstellation spricht jeweils ein Elternteil eine Sprache mit dem Kind (Baker, 2006;Chilla et al, 2010 (Genesee & Nicoladis, 2007). Der Wortschatzumfang in einer Sprache kann sich bei einem bilingualen Kind jedoch von dem eines monolingualen Kindes unterscheiden (Barac & Bialystok, 2012;Bialystok, Luk, Peets & Yang, 2010;Oller, Pearson & Cobo-Lewis, 2007) und hängt vor allem vom Input in der jeweiligen Sprache ab (Bialystok et al, 2010;Duursma et al, 2007 (Paradis, Genesee & Crago, 2010). Die Ausprägung der Sprachdominanz hängt wiederum von der Menge des Inputs ab (Gathercole & Thomas, 2009 Der sukzessive Erwerb zweier Sprachen ist dadurch gekennzeichnet, dass die Konfrontation mit der zweiten Sprache erst dann erfolgt, wenn die Erstsprache der Kinder bereits gut entwickelt ist (Paradis et al, 2010 Culture is an organization of phenomena-acts (patterns of behavior), objects (tools; things made with tools), ideas (belief, knowledge), and sentiments (attitudes, "values")-that is dependent upon the use of symbols.…”

Section: Einschneidende Lebensereignisseunclassified

“…Entgegen (Bialystok et al, 2010;Duursma et al, 2007 (Crozier & Badawood, 2009;Crozier & Hostettler, 2003;Evans, 1996;Spere et al, 2004), wenn diese Kinder vor allem in weniger vertrauten Situationen einen deutlich geringeren Sprechanteil zeigen als nichtschüchterne Kinder (Asendorpf & Meier, 1993). Evans (1996) Ahnert, 2013;Ford et al, 1998;Katz-Bernstein, 2011 …”

Section: Sprachkompetenzen Im Deutschenunclassified

Selektiver Mutismus bei mehrsprachigen Kindern

Starke

2018

Sprache Stimme Gehör

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The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development

Cited by 32 publications

References 24 publications

A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade: Kindergarten and Grade 1

A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade: Kindergarten and Grade 1

Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty.

Selektiver Mutismus bei mehrsprachigen Kindern

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