Predicting Spanish-English Bilingual Children's Language Abilities
Predicting Spanish-English Bilingual Children's Language Abilities
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DOI：
10.1044/1092-4388(2012/11-0016
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发表时间：
2012-10-01
影响因子：
2.6
通讯作者：
Goldstein, Brian
中科院分区：
文献类型：
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作者：
Hammer, Carol Scheffner;Komaroff, Eugene;Goldstein, Brian
目的：在这项研究中，作者调查了影响双语儿童的两种语言词汇量和故事回忆能力的因素。方法：参与者包括 191 个拉丁裔家庭及其孩子，平均年龄为 59 个月。收集了有关父母特征以及儿童接触和使用西班牙语和英语的数据。作者使用 Woodcock-Munoz 语言调查修订版（Woodcock、Munoz-Sandoval、Ruef 和 Alvarado，2005 年）的子测试评估了儿童的西班牙语和英语词汇和故事回忆能力。结果：儿童英语 (R-2 = .61) 和西班牙语 (R-2 = .55) 词汇分数的相当大百分比的变化可以通过儿童对每种语言的接触和使用以及母亲特征来解释。同样，英语 (R-2 = .38) 和西班牙语 (R-2 = .19) 儿童故事回忆分数的差异也可以通过本次调查中考虑的因素来解释。然而，作者发现，每个类别中的不同因素会影响儿童每种语言的词汇量和故事回忆能力。结论：儿童对两种语言的接触和使用以及母亲的特征在双语个体的语言发展中发挥着重要作用。结果强调了当双语儿童参与研究和进入教育系统时收集有关双语儿童的详细社会语言信息的重要性。
Purpose: In this study, the authors investigated factors that affect bilingual children's vocabulary and story recall abilities in their 2 languages.Method: Participants included 191 Latino families and their children, who averaged 59 months of age. Data on parental characteristics and children's exposure to and usage of Spanish and English were collected. The authors assessed children's Spanish and English vocabulary and story recall abilities using subtests of the Woodcock-Munoz Language Survey-Revised (Woodcock, Munoz-Sandoval, Ruef, & Alvarado, 2005).Results: Sizeable percentages of variation in children's English (R-2 = .61) and Spanish (R-2 = .55) vocabulary scores were explained by children's exposure to, and usage of, each language and maternal characteristics. Similarly, variations in children's story recall scores in English (R-2 = .38) and Spanish (R-2 = .19) were also explained by the factors considered in this investigation. However, the authors found that different sets of factors in each category affected children's vocabulary and story recall abilities in each language.Conclusions: Children's exposure to and usage of their two languages as well as maternal characteristics play significant roles in bilingual individuals' language development. The results highlight the importance of gathering detailed sociolinguistic information about bilingual children when these children are involved in research and when they enter the educational system.