The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development
The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development
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DOI：
10.1017/s0142716406070093
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发表时间：
2007-01-01
影响因子：
2.1
通讯作者：
Calderon, Margarita
中科院分区：
文献类型：
--
作者：
Duursma, Elisabeth;Romero-Contreras, Silvia;Calderon, Margarita
对于单语人群，研究表明词汇知识与阅读成绩密切相关。然而，在双语人群中，词汇的作用还没有得到广泛的研究。为了更好地理解美国双语人群的阅读成绩，研究词汇量是很重要的。本研究调查了96名五年级拉丁裔英语学习者的西班牙语和英语词汇的预测因素。我们的研究结果表明，成为或保持精通英语并不需要父母在家里使用英语。然而，精通西班牙语需要在学校的教学支持和在家里的社会支持;很可能，西班牙语的低社会地位是与其更大的依赖家庭的支持。
For the monolingual population, research has shown that vocabulary knowledge is closely related to reading achievement. However, the role of vocabulary has not been studied as extensively in the bilingual population. It is important to look at vocabulary to better understand reading achievement in the bilingual population in the United States. This study investigated the predictors of Spanish and English vocabulary for 96 fifth-grade Latino English language learners. Our results suggest that becoming or staying proficient in English did not require parental use of English in the home. However, proficiency in Spanish required both instructional support at school and social support at home; it is likely that the low social status of Spanish is related to its greater dependence on home support.