LANGUAGE AND LITERACY IN BILINGUAL CHILDREN

研究留下了关于最佳环境的关键问题， 为正在学习两种语言的孩子提供帮助。 两 语言和读写能力的获得似乎受到以下因素的影响： 儿童在各学科班级接受第一语言培训， 沉浸在英语教学中。 然而，不同的影响 人们对教育方法知之甚少， 控制社会经济地位和在家里说的语言（两种） 潜在的关键变量）以前没有进行过，因为 研究还没有充分评估语言变量的作用 在扫盲发展中发挥重要作用。 拟议的研究将包括一个语言多样， 对社会和语言影响的积极调查 儿童在两种截然不同的训练中学习的背景 方法. 南佛罗里达的环境是进行此类研究的理想场所， 拥有所需的教育计划以及适当的 民族志环境，包括广泛的社会和 西班牙裔和非西班牙裔家庭的语言背景。

Research has left open key questions regarding optimal circumstances of development for the child who is acquiring two languages. Both linguistic and literacy acquisition appear to be influenced by whether children are given first language training in subject classes or are immersed in English only instruction. Yet the effects of different educational methods are poorly understood because proactive research controlling for socioeconomic status and language(s) spoken at home (two potentially key variables) has not previously been conducted, and because research has not sufficiently evaluated the roles of linguistic variables known to play important roles in literacy development. The proposed research would consist of a linguistically diverse, proactive investigation of the effects of social and linguistic backgrounds of children on learning in tow widely different training methods. The South Florida setting is ideal for such research, possessing the required educational programs as well as the appropriate ethnographic circumstance, including a broad range of social and linguistic backgrounds in both Hispanic and nonHispanic families.