Bilingual and Socio-Emotional Development in Dual Language Learners

美国双语学习者（DLL）人口，或通过接触并学习的儿童 两种语言，在过去十年中迅速发展。来自低收入家庭的DLL明显落后 他们的单语英语同学在入读幼稚园时的入学准备措施，以及 随着年龄的增长，成绩差距继续扩大。尽管社会情感发展（SED）的关键作用 在儿童的长期健康和成就方面，我们对双语如何 体验塑造SED。通过整合语言、执行功能和SED的评估方法， 本R 01采用跨学科的方法研究双语（英语和 遗产语言）发展和SED的纵向研究。我们将跟踪400个DLL（50%女性， 最初3-4岁）来自低收入讲西班牙语的墨西哥裔美国家庭（N = 200）， 广东话的华裔美国家庭（N = 200），每年一次，为期三年（T1和T2，学龄前，T3 幼儿园）。三波多方法、多语境的少儿英语数据与传承 语文能力、执行功能、教育发展、亲子关系及师幼关系的质素， 收集这些资料的目的是：1）研究早期英语的贡献， 将语言开发继承到DLL后来的SED，并将测试执行功能作为中介机制; 2） 检查早期双语发展对DLL的亲子关系和师生关系的贡献， 并检验关系质量在语言和SED之间的中介作用; 3）考察DLL中的文化差异 社会关系，并测试文化是否调节语言和关系之间的联系;以及4） 测试其他儿童、家庭和学校因素是否调节语言和SED之间的关系。的 拟议的研究将有助于增进关于跨领域发展联系的科学知识 （语言，执行功能和SED），并对幼儿教育政策产生影响， 评估，课程开发，教师培训和DLL的家庭参与实践。

The U.S. population of dual language learners (DLLs), or children who are exposed to and learning through two languages, has grown rapidly in the last decade. DLLs from low-income families lag significantly behind their monolingual English-speaking peers on school readiness measures at kindergarten entry, and the achievement gap continues to widen with age. Despite the critical role of socio-emotional development (SED) in children's long-term health and achievement, significant gap exists in our knowledge on how bilingual experience shapes SED. By integrating the assessment methods on language, executive functions, and SED, this R01 takes an interdisciplinary approach to study the reciprocal relations between bilingual (English and heritage language) development and SED in a longitudinal study. We will follow 400 DLLs (50% females, initially 3-4 years of age) from low-income Spanish-speaking Mexican American families (N = 200) and Cantonese-speaking Chinese American families (N = 200) annually for three years (T1 and T2 in preschool, T3 in kindergarten). Three waves of multi-method and multi-context data on children's English and heritage language proficiency, executive functions, SED, and quality of parent-child and teacher-child relationships will be collected to address the following specific aims: 1) Investigate the contributions of early English and heritage language development to DLLs' later SED, and test executive functions as a mediating mechanism; 2) Examine the contributions of early bilingual development to DLLs' parent-child and teacher-child relationships, and test relationship quality as mediators between language and SED; 3) Examine cultural differences in DLLs' social relationships, and test whether culture moderates the links between language and relationships; and 4) Test whether other child, family, and school factors moderate the relations between language and SED. The proposed research will contribute to the scientific knowledge on the linking of development across domains (language, executive function, and SED), and have implications for early childhood education policy, assessment, curriculum development, teacher training, and family engagement practice on DLLs.