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Early language processing skill and school-relevant outcomes in emerging bilingual students

新兴双语学生的早期语言处理技能和学校相关成果

基本信息

批准号：
10221750
负责人：
ANNE FERNALD
金额：
$ 50.6万
依托单位：
STANFORD UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2017
资助国家：
美国
起止时间：
2017-09-12 至 2022-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10221750
关键词：
Address Attention Caregivers Child Child Language Cognitive Development Disadvantaged Education English Language Exposure to Family Foundations Goals Grain Growth Heterogeneity Home Individual Differences Knowledge Laboratories Language Language Development Latino Learning Learning Skill Link Literature Longitudinal Studies Measures Mediating Modeling Nature Nursery Schools Oral Outcome Parents Play Policies Population Population Heterogeneity Populations at Risk Problem Solving Public Policy Reporting Research Risk Sampling Schools Shapes Short-Term Memory Source Speed Standardization Students Study of Latinos Testing Time Toddler Variant Vocabulary Vulnerable Populations Work base bilingualism design educational atmosphere elementary school executive function experience follow up assessment high risk high risk population individual variation information processing insight kindergarten language comprehension language outcome language processing lexical literacy low socioeconomic status programs recruit self-directed learning skills success

项目摘要

An increasing number of Latino children in the US speak primarily Spanish in the home, and have minimal proficiency in English when they enter school. Because many of these emerging bilingual children are from lower-SES backgrounds, they are at increased risk for poor academic outcomes. The strongest single correlate of later success in school is a child’s oral language skills achieved before kindergarten. A question with critical public policy and educational implications is how family learning environments in a first language (L1) contribute to shaping language processing skills that could impact learning in the second language (L2). Our extensive work examining individual differences in the efficiency with which young children understand spoken language in real time has shown that early language processing efficiency is strongly linked to outcomes within a given language, but also that benefits extend to vital academically relevant skills such as working memory. Moreover, features of children’s early caregiver-child interactions shape the development of this critical information processing skill. Here, we seek to extend this important research program to emerging Spanish- English bilinguals, a rapidly growing and highly vulnerable population in the US. The two longitudinal studies proposed here offer the unique opportunity to explore both precursors and long-term consequences of having a strong foundation in early language processing skills in Spanish, asking whether early L1 processing skills support later language, cognitive, literacy and executive function (EF) skills in school. In Study I, children from our previous studies who participated in the LWL task at 2 years will be tested on a comprehensive battery of standardized tests at 5, 6 and 7 years (n=90). To what extent does individual variation in 2-year Spanish processing efficiency predict both later outcomes in Spanish and growth in emerging spoken or written skills in English? Does variation in early Spanish processing also link to later skills that support learning independent of language, such as EF, working memory, and reasoning? In Study II, Latino children (n=100) from monolingual Spanish-speaking families participate in the LWL task at 2 years and in assessments of language, cognitive, EF and pre-literacy skills at 2, 3 and 4.5 yrs. We also examine features of learning environments that support the development of language processing skills using laboratory play sessions and day-long naturalistic recordings. Embracing the heterogeneity of learning experiences in this population, we trace trajectories of exposure to English and delineate the quantity and quality of in-home and outside-the-home experiences which may moderate relations between early processing efficiency and later outcomes. We propose a model of cumulative risk such that late emerging bilinguals with less supportive learning environments are at the greatest disadvantage due to a weak foundation in language processing skill and later exposure to English. These studies address a critical gap in the literature and will have broad-reaching implications for adjusting early education policy to most effectively support learning in this growing and at-risk population.

在美国，越来越多的拉丁裔儿童在家里主要说西班牙语，他们在入学时就精通英语。因为这些新兴的双语儿童中有许多来自社会经济地位较低的背景，他们的学习成绩差的风险增加。最强单相关孩子在上幼儿园之前就已经掌握了口头语言技能，这是孩子日后在学校取得成功的一个重要因素。一个关键的问题公共政策和教育的影响是如何在第一语言（L1）的家庭学习环境有助于塑造语言处理技能，这可能会影响第二语言（L2）的学习。我们研究幼儿理解口语的效率的个体差异的广泛工作真实的语言研究表明，早期的语言处理效率与这种好处不仅适用于特定的语言，而且还适用于重要的学术相关技能，如工作记忆。此外，儿童早期的父母-儿童互动的特点塑造了这种关键的发展。信息处理技能在这里，我们寻求将这一重要的研究计划扩展到新兴的西班牙语- 英语双语者，在美国是一个快速增长和高度脆弱的群体。两项纵向研究这里提出的建议提供了一个独特的机会，探讨前兆和长期后果，西班牙语早期语言处理技能的坚实基础，询问早期L1处理技能支持以后在学校的语言，认知，识字和执行功能（EF）技能。在研究I中，来自我们之前的研究中，在2岁时参加LWL任务的人将在一个全面的电池上进行测试，第5、6和7年的标准化测试（n=90）。两年制西班牙语的个体差异在多大程度上处理效率预测西班牙语的后期结果和新兴口语或书面技能的增长，英语？早期西班牙语处理的变化是否也与支持独立于学习的后期技能有关？语言，如EF，工作记忆和推理？在研究II中，拉丁裔儿童（n=100）从单语讲西班牙语的家庭在2岁时参加LWL任务， EF和识字前的技能在2，3和4.5岁。我们还研究了学习环境的特点，支持语言处理技能的发展，使用实验室发挥会议和为期一天的自然录音.拥抱在这一人群的学习经验的异质性，我们跟踪轨迹，接触英语，并描述家庭内外体验的数量和质量这可以缓和早期处理效率和后期结果之间的关系。我们提出了一个模型，累积的风险，如较晚出现的双语者与较少的支持性学习环境，最大的缺点是语言处理能力基础薄弱，接触英语较晚。这些研究解决了文献中的一个关键空白，将对调整早期教育政策，以最有效地支持这一不断增长的高危人群的学习。