Family Literacy Activities and Their Interplay with Family and Preschool Language Environments: Links to Gains in Dual Language Learners’ German Vocabulary
Family Literacy Activities and Their Interplay with Family and Preschool Language Environments: Links to Gains in Dual Language Learners’ German Vocabulary
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家庭扫盲活动及其与家庭和学前语言环境的相互作用：与双语学习者德语词汇量增长的联系
DOI：
10.1080/10409289.2020.1744404
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发表时间：
2020
影响因子：
2.9
通讯作者：
B. Leyendecker
中科院分区：
文献类型：
--
作者：
Jessica A. Willard;Katharina Kohl;Lilly;Alexandru Agache;B. Leyendecker
摘要研究发现：家庭识字活动是否与学龄前双语学习者(DLL)社交语言词汇的获得有关？为了了解识字活动和词汇之间的联系，我们分别考虑了各自传统语言和社会语言德语中的识字活动，并解释了DLLS家庭和学龄前语言环境的异质性。DLL(n=115)接受两次德国pPVT-4治疗(分别在40个月和51个月)。母亲们报告了扫盲活动以及其他家庭语言环境变量。采用班级Pre-K语言模型量表观察课堂语言刺激情况。两种不同的变化模型显示，传统语言的家庭识字活动预示着课堂语言刺激水平较低的儿童德语词汇的增长(尽管在一组模型中，水平为p=.10)。没有证据表明德语的识字活动与德语词汇的增长是正相关的。实践或政策：这项研究表明，传统语言的家庭扫盲活动可能有可能支持社会语言词汇。需要更多的研究来了解在什么情况下家庭社会语言识字活动支持DLLS的社会语言词汇。
ABSTRACT Research Findings : Are family literacy activities linked to gains in preschool-aged dual language learners’ (DLLs’) societal language vocabulary? To understand connections between literacy activities and vocabulary, we separately considered literacy activities in the respective heritage language and in the societal language, German, and accounted for heterogeneity in DLLs’ family and preschool language environment. DLLs (n = 115) were administered the German PPVT-4 twice (at 40 and 51 months). Literacy activities as well as other family language environment variables were reported by mothers. Classroom language stimulation was observed with the CLASS Pre-K language modeling scale. Two different models of change revealed that family literacy activities in the heritage language predicted gains in German vocabulary for children with low levels of classroom language stimulation (albeit at the p =.10-level in one set of models). There was no evidence that literacy activities in German were positively connected to gains in German vocabulary. Practice or Policy : This study suggests that family literacy activities in the heritage language may have the potential to support societal language vocabulary. More research is needed to understand under what circumstances family literacy activities in the societal language are supportive of DLLs’ societal language vocabulary.
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作者：
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通讯作者：
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