Internal and External Factors That Support Children's Minority First Language and English.
Internal and External Factors That Support Children's Minority First Language and English.
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支持少数民族儿童第一语言和英语的内部和外部因素。
DOI：
10.1044/2018_lshss-17-0086
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Tipton,Timothy
中科院分区：
文献类型：
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作者：
Pham,Giang;Tipton,Timothy
在美国，顺序双语儿童经常说两种语言，这两种语言具有不同的社会地位（少数民族-多数民族）和不同的学习环境（家庭-学校）。因此，不同的因素可能支持每种语言的发展。本研究探讨了儿童内部和外部因素与词汇技能在少数民族语言与English.MethodParticipants包括69名儿童，年龄在5-8岁，谁住在南加州，讲越南语作为家庭语言，并接受英语学校教学。所有参与者的父母至少有一位在外国出生，大多数母亲表示英语水平有限。父母完成了一项电话调查，孩子们完成了每种语言的接受性和表达性词汇的测量。使用相关性和逐步回归，我们研究了预测的词汇技能，在每种语言是内部的孩子（年龄，性别，分析推理，语音记忆）或有关的周围环境（累积曝光，数量和质量的输入/输出）。ResultsVietnamese词汇的结果与多个外部因素，其中输入和丰富的活动是最好的预测。相比之下，英语词汇量的结果与内部因素有关，其中年龄和语音记忆是最好的预测因子。父母使用越南语的儿童的越南语词汇的结果，但不相关的儿童的英语词汇outcomes.ConclusionsVietnamese曝光并不妨碍英语的发展。来自移民家庭的孩子在有或没有家庭支持的情况下学习英语。丰富和频繁的接触和实践机会对于少数民族第一语言的持续发展至关重要。
PurposeSequential bilingual children in the United States often speak 2 languages that have different social statuses (minority–majority) and separate contexts for learning (home–school). Thus, distinct factors may support the development of each language. This study examined which child internal and external factors were related to vocabulary skills in a minority language versus English.MethodParticipants included 69 children, aged 5–8 years, who lived in Southern California, spoke Vietnamese as the home language, and received school instruction in English. All participants had at least 1 foreign-born parent, and most mothers reported limited English proficiency. Parents completed a telephone survey, and children completed measures of receptive and expressive vocabulary in each language. Using correlations and stepwise regression, we examined predictors of vocabulary skills in each language that were internal to the child (age, gender, analytical reasoning, phonological memory) or that pertained to the surrounding environment (cumulative exposure, quantity and quality of input/output).ResultsVietnamese vocabulary outcomes were related to multiple external factors, of which input and enrichment activities were the best predictors. In contrast, English vocabulary outcomes were related to internal factors, of which age and phonological memory were the best predictors. Parental use of Vietnamese contributed to children's Vietnamese vocabulary outcomes but was not related to children's English vocabulary outcomes.ConclusionsVietnamese exposure does not hinder English development. Children from immigrant families are learning English with or without familial support. Rich and frequent exposure and opportunities for practice are essential for the continued development of a minority first language.