Relations Among the Home Language and Literacy Environment and Children’s Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers

Lewis, Kandia; Sandilos, Lia E.; Hammer, Carol Scheffner; Sawyer, Brook E.; Méndez, Lucía I.

doi:10.1080/10409289.2016.1082820

Cited by 71 publications

(33 citation statements)

References 70 publications

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“…In addition to the theoretical applications above, the present findings inform clinical practices. The finding that the dominant language supports the non-dominant language is consistent with findings in school-age children showing that prior L1 knowledge predicts later L2 attainment (Lewis, Sandilos, Hammer, Sawyer & Méndez, 2015). From a clinical perspective, this supports the idea that bilingual children with language delays and impairments should receive treatment in both languages (e.g., Restrepo & Kruth, 2000).…”

Section: Discussionsupporting

confidence: 87%

Lexical access in the second year: a study of monolingual and bilingual vocabulary development

et al. 2017

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It is well established that vocabulary size is related to efficiency in auditory processing, such that children with larger vocabularies recognize words faster than children with smaller vocabularies. The present study evaluates whether this relation is specific to the language being assessed, or related to general language or cognitive processes. Speed of word processing was measured longitudinally in Spanish- and English-learning monolinguals and bilinguals at 16 and 22 months of age. Speed of processing in bilinguals was similar to monolinguals, suggesting that the number of languages to which children are exposed does not influence word recognition. Further, cross-language associations in bilinguals suggest that the dominant language supports processing in the non-dominant language. These cross-language associations are consistent with general language and cognitive efficiency accounts in which the relation between word processing and knowledge relies on experience within a language as well as on general and cognitive properties of language learning.

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Section: Discussionsupporting

confidence: 87%

Lexical access in the second year: a study of monolingual and bilingual vocabulary development

et al. 2017

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“…So finden Dubowy et al [10] unter Kontrolle von Alter und sozioökonomischem Status der Familie bei Kindergarteneintritt deutliche Unterschiede zwischen einsprachig deutschen Kindern und solchen mit zwei nicht Deutsch sprechenden Elternteilen in den Bereichen Grammatik und rezeptiver Wortschatz. Die dominant in der Familie verwendete Sprache steht in einem engen Zusammenhang mit dem Sprachstand der Kinder in beiden Sprachen sowie der Weiterentwicklung in beiden Sprachen [5,11].…”

Section: Familiäre Bedingungenunclassified

“…Als sprachliche Anregung kann zudem die Anzahl an Büchern in der Familie betrachtet werden. Aus der Ländervergleichsstudie von Evans et al [11] geht hervor, dass weniger als zehn zuhause vorhandene Bücher einen guten Indikator für geringe Literalität und akademische Kultur in der Familie darstellen und die sprachlichen sowie schulischen Leistungen eines Kindes vorhersagen. Zusätzlich scheinen ältere Geschwister in enger Beziehung zu besseren Leistungen in der Zweitsprache eines Kindes zu stehen [14], da die Geschwister häufig in der Zweitsprache miteinander kommunizieren [15].…”

Section: Familiäre Bedingungenunclassified

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Einfluss familiärer und außerfamiliärere Bedingungen auf den Zweitspracherwerb von drei- und vierjährigen mehrsprachigen Kindern

Egert

Sachse

Groth

2019

Sprache Stimme Gehör

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With this work we analyze second language acquisition in relation to family and child care characteristics. 163 multilingual 3 and 4 year old children were tested for receptive, expressive, and grammatical German language skills. Beside single familial aspects, the regression analyses indicate that second language abilities are best explained by early child care experience. These findings highlight the importance of early care experience on second language acquisition.

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“…Besides hearing the MTL, children also need to use it to improve their proficiency in the language (Hammer et al, 2012; Lewis et al, 2016). This can be explained by Swain’s (1993) output hypothesis, which posits that the act of producing the language allows the person to be consciously aware of their language abilities, therefore facilitating reflection of self, and other language factors.…”

Section: Introductionmentioning

confidence: 99%

Home Environment, Bilingual Preschooler’s Receptive Mother Tongue Language Outcomes, and Social-Emotional and Behavioral Skills: One Stone for Two Birds?

Sun

2019

Front. Psychol.

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The current study seeks to illustrate the relationships between child bilinguals’ mother tongue language (MTL) exposure and reading activities at home, children’s receptive MTL proficiency, and their socio-emotional and behavioral skills (SEBS). Data from 202 Singapore preschoolers (4–5 years old) who are learning English and Mandarin were analyzed. A parental questionnaire and standard Mandarin tests (i.e., receptive vocabulary, receptive grammar) were used to assess children’s Mandarin language-literacy environment at home, as well as their receptive language skills in Mandarin. Children’s SEBS were evaluated with the strengths and difficulties questionnaire (SDQ) (parental version). A series of variables which might influence SEBS and MTL proficiency (e.g., gender and SES) were controlled and SEMs were used to conduct data analysis. Results demonstrated that both Mandarin language and literacy environmental factors are related to children’s receptive language outcomes in Mandarin, while only literacy environmental factors associate with children’s difficulty level, and prosocial skills. This suggests that good parental support in bilingual children’s MTL literacy should be promoted not only for the sake of their early language development but also because of the potential benefits to their social emotional wellbeing.

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Relations Among the Home Language and Literacy Environment and Children’s Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers

Cited by 71 publications

References 70 publications

Lexical access in the second year: a study of monolingual and bilingual vocabulary development

Lexical access in the second year: a study of monolingual and bilingual vocabulary development

Einfluss familiärer und außerfamiliärere Bedingungen auf den Zweitspracherwerb von drei- und vierjährigen mehrsprachigen Kindern

Home Environment, Bilingual Preschooler’s Receptive Mother Tongue Language Outcomes, and Social-Emotional and Behavioral Skills: One Stone for Two Birds?

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