Expressive Vocabulary Development in Children from Bilingual and Monolingual Homes: A Longitudinal Study from Two to Four Years.
Expressive Vocabulary Development in Children from Bilingual and Monolingual Homes: A Longitudinal Study from Two to Four Years.
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DOI：
10.1016/j.ecresq.2014.04.012
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发表时间：
2014-10-01
影响因子：
3.7
通讯作者：
Welsh, Stephanie N.
中科院分区：
文献类型：
--
作者：
Hoff, Erika;Rumiche, Rosario;Burridge, Andrea;Ribot, Krystal M.;Welsh, Stephanie N.
关键词：
来自双语家庭的儿童语言发展的早期过程各不相同，其方式没有得到很好的描述，也没有得到很好的理解。在这里，我们描述的轨迹表达词汇的相对变化，从22至48个月和词汇成绩在48个月的两组儿童从双语家庭（儿童与一个和两个母语为西班牙语的父母[NS = 15和11]），并在SES等效组的儿童从单语英语家庭（n = 31）。双语家庭的两组不同的英语和西班牙语技能的平均水平，在此期间，在他们的发展轨迹，并在家里的语言使用和他们的词汇发展之间的关系。两个母语为西班牙语的父母的孩子在总词汇量方面表现出最大的增长，并且在48个月时更接近平衡的双语能力。有一个母语为西班牙语和一个母语为英语的父母的孩子显示出西班牙语词汇相对下降的轨迹。48个月时，双语儿童的英语技能平均水平与单语标准相当，但父母两人母语为西班牙语的儿童的英语成绩低于SES等效单语组。在家里使用英语是一个显着的积极预测英语词汇成绩只有在孩子与母语为英语的父母。这些研究结果认为，努力优化从移民家庭的儿童入学准备，应促进他们获得社区语言的母语者，并努力支持遗产语言维护应包括鼓励遗产语言使用母语者在家里。
The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home.
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