10. Fostering Multilingualism in Childhood

Quay, Suzanne; Chevalier, Sarah

doi:10.1515/9781501507984-010

Cited by 6 publications

(3 citation statements)

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“…Four families reported a small proportion of exposure to a third language (Arabic, Kannada, Portuguese, and Spanish, < 5%). Twelve out of 21 families reported using a "one-person-one-language (OPOL)" strategy (De Houwer, 1998;Quay & Chevalier, 2019); however, parents from these families did not have lower parent-reported mixing scores or observed (raw counts or proportions) 1:1 mixing than other parents (Mann-Whitney tests, ps > .05). This could be because few families that had planned to follow OPOL strictly maintained this strategy in practice (Carbajal & Peperkamp, 2020;Quay & Chevalier, 2019).…”

Section: Participantsmentioning

confidence: 90%

“…The uniqueness of their linguistic profile determines that we do not know whether our results would generalize. Language status in the community, parents' language proficiency, and their language strategy in childrearing (e.g., OPOL) can influence parental language mixing behaviour to varied extent (Quay & Chevalier, 2019), which in turn, changes mixed input's relation with infant volubility. Future studies should examine the same research questions in other bilingual communities (Byers-Heinlein et al, 2022b).…”

Section: Discussionmentioning

confidence: 99%

“…As for language mixing, previous research showed that the frequency of parental language mixing increases with infant age (Kremin et al, 2022a). The fact that their child is older or equipped with more language knowledge might encourage parents to mix language more often, assuming their child in possession with sufficient knowledge to sustain the conversation or balancing the acquisition of both languages (Quay & Chevalier, 2019). With children whose language skills are more advanced, parents might also generally use longer sentences which creates more opportunities for intra-sentential mixing (Bail et al, 2015).…”

Section: Positive Relationmentioning

confidence: 99%

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Mixed-language input and infant volubility: Friend or foe?

et al. 2023

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Language mixing is a common feature of many bilingually-raised children's input. Yet how it is related to their language development remains an open question. The current study investigated mixed-language input indexed by observed (30-second segment) counts and proportions in day-long recordings as well as parent-reported scores, in relation to infant vocal activeness (i.e., volubility) when infants were 10 and 18 months old. Results suggested infants who received a higher score or proportion of mixed input in one-on-one social contexts were less voluble. However, within contexts involving language mixing, infants who heard more words were also the ones who produced more vocalizations. These divergent associations between mixed input and infant vocal development point for a need to better understand the causal factors that drive these associations.

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Section: Participantsmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Positive Relationmentioning

confidence: 99%

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Mixed-language input and infant volubility: Friend or foe?

et al. 2023

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How stable is a family’s language policy? Multilingual families’ beliefs, practices, and management across time

Hollebeke

2023

Lang Policy

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Heritage language development in Spanish–English-speaking preschoolers: Influences on growth and challenges in the first year of English-only instruction

Montanari,

Simon-Cereijido,

Bai

et al. 2024

J. Child Lang.

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This study investigates the changes in the Spanish lexical and grammatical skills of 26 Spanish–English dual language learners during their first year of preschool. We also explore the impact of age, gender, and maternal cultural orientation on children’s language outcomes over time. The results show that, despite one year of English-only instruction, the children’s Spanish productions became more intelligible, lexically diverse, and grammatical between 3;7 and 4;7. However, Spanish productions were mostly limited to sentence fragments and contained errors in grammatical gender, verb morphology, object clitic pronouns, and prepositions. Girls had an advantage over boys, as attested by the higher lexical diversity, mean length of utterance, and grammaticality of their Spanish productions. Both maternal enculturation and acculturation predicted the grammaticality of children’s utterances, suggesting that mothers with high levels of orientation to both Latinx and American culture may be the most successful at promoting Spanish in the United States.

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10. Fostering Multilingualism in Childhood

Cited by 6 publications

References 0 publications

Mixed-language input and infant volubility: Friend or foe?

Mixed-language input and infant volubility: Friend or foe?

How stable is a family’s language policy? Multilingual families’ beliefs, practices, and management across time

Heritage language development in Spanish–English-speaking preschoolers: Influences on growth and challenges in the first year of English-only instruction

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