Off to a good start: Early Spanish-language processing efficiency supports Spanish- and English-language outcomes at 4½ years in sequential bilinguals.
Off to a good start: Early Spanish-language processing efficiency supports Spanish- and English-language outcomes at 4½ years in sequential bilinguals.
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DOI：
10.1111/desc.12973
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发表时间：
2020-11
影响因子：
3.7
通讯作者：
Fernald A
中科院分区：
文献类型：
--
作者：
Marchman VA;Bermúdez VN;Bang JY;Fernald A
美国的许多拉丁裔儿童在家里主要说西班牙语，在入学前很少有机会接触英语。对于单语儿童来说，在幼儿园之前发展的口语技能是日后学校成功的最强早期预测因素。较少有人知道如何早期的口头语言技能支持以后的学习顺序双语儿童。一个具有广泛意义的问题是，儿童的第一语言（L1）技能是否支持以后学习第二语言（L2）。在这项针对连续西班牙语-英语双语者的纵向研究中，我们通过家长报告的词汇量和儿童在“边看边听”（LWL）任务中的实时语言处理效率（准确性，RT）来评估2岁时的西班牙语口语技能。在4年半的时候，我们使用标准化测试评估了西班牙语和英语的语言结果。每种语言的相对暴露与西班牙语和英语的语言结果显着相关。在2年和之后的西班牙语结果中观察到西班牙语词汇量和处理效率之间存在语言内关系。至关重要的是，还观察到跨语言关系：2岁时西班牙语处理效率较强的儿童在4岁半时具有较强的英语语言技能，控制了社会经济地位和英语接触。儿童在西班牙语的早期语言处理效率与更强的实时信息处理技能有关，这些技能支持在这些儿童入学时保持西班牙语和英语学习。这些结果支持的建议，主要是讲西班牙语的家庭应该从事活动，促进儿童的西班牙语技能，同时也寻求机会，让儿童接触英语。
Many Latino children in the U.S. speak primarily Spanish at home with few opportunities for exposure to English before entering school. For monolingual children, the strongest early predictor of later school success is oral language skill developed before kindergarten. Less is known about how early oral language skills support later learning in sequential bilingual children. A question with wide-reaching significance is whether skill in a child’s first language (L1) supports later learning in a second language (L2). In this longitudinal study of sequential Spanish-English bilinguals, we assessed oral language skills in Spanish at 2 years through parent reports of vocabulary size and children’s real-time language processing efficiency (Accuracy, RT) in the ‘looking-while-listening’ (LWL) task. At 4½ years, we assessed language outcomes in both Spanish and English using standardized tests. Reported relative exposure to each language was significantly correlated with language outcomes in Spanish and English. Within-language relations were observed between Spanish vocabulary size and processing efficiency at 2 years and later Spanish-language outcomes. Critically, across-language relations were also observed: Children with stronger Spanish-language processing efficiency at 2 years had stronger English-language skills at 4½ years, controlling for socioeconomic status and exposure to English. Children’s early language processing efficiency in Spanish is associated with stronger real-time information processing skills that support maintenance of Spanish and learning in English when these children enter school. These results support the recommendation that primarily Spanish-speaking families should engage in activities that promote children’s Spanish-language skills while also seeking opportunities for children to be exposed to English.
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影响因子：
8.2
作者：
de Bruin, Angela;Treccani, Barbara;Della Sala, Sergio
通讯作者：
Della Sala, Sergio
双语第一语言获取中的词汇处理和组织：指导未来的研究。
影响因子：
22.4
作者：
DeAnda S;Poulin-Dubois D;Zesiger P;Friend M
通讯作者：
Friend M
影响因子：
8.2
作者：
Dickinson, David K.;Golinkoff, Roberta M.;Hirsh-Pasek, Kathy
通讯作者：
Hirsh-Pasek, Kathy
影响因子：
4.9
作者：
Cha, Kijoo;Goldenberg, Claude
通讯作者：
Goldenberg, Claude
影响因子：
3.7
作者：
Bialystok, E;Martin, MM
通讯作者：
Martin, MM