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Dual Language Development Among Spanish-speaking Children Learning English

西班牙语儿童学习英语的双语发展

基本信息

批准号：
7901546
负责人：
KAVERI SUBRAHMANYAM
金额：
$ 10.79万
依托单位：
CALIFORNIA STATE UNIVERSITY LOS ANGELES
依托单位国家：
美国
项目类别：
财政年份：
2008
资助国家：
美国
起止时间：
2008-09-01 至 2012-08-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7901546
关键词：
3 year old Acculturation Address African American Area Belief Books Characteristics Child Child Language Communities Data Development Ecology Educational Curriculum English Language Family Feasibility Studies Goals Grant Head Start Program Health Home environment Household Intervention Interview Label Language Language Development Latino Lead Learning Low income Measures Mexican Minority Morphology Nursery Schools Oral Outcome Parenting Education Parents Pattern Population Population Study Poverty Preparation Process Public Health Readiness Reading Recruitment Activity Research Risk Sampling Schools Screening procedure Services Site Socialization Speech Staging Students Television Testing Time Training United States Vocabulary career child well being lexical literacy peer phonology programs sibling influence skills social success syntax teacher

项目摘要

DESCRIPTION (provided by applicant): Despite the large numbers of young children whose home language is not English, there is limited systematic research on the course of their English language learning. Poverty only increases the challenges of dual language development in this growing segment of the U.S child population. Lack of information about the normative course of dual language learning raises challenges for early assessment and intervention and has important implications for the health and well-being of these children. Given that Latino children make-up the largest group of English language learners (ELL) in the United States and lag behind both African- Americans and Whites in their educational attainment, understanding their learning of English and Spanish during the preschool period has important public health consequences. The proposed study assesses dual language development in low-income Mexican-origin children who come from predominantly Spanish speaking households. Our objectives are to chart the trajectory of Spanish and English among young low-income children from Spanish-speaking homes when they are exposed to English in the pre-school classroom and to understand classroom variables (e.g., classroom language support and language exposure, and teachers' beliefs) that influence such learning. A total of 45 3-year-old children, their families, and their teachers will be recruited and observed for a year. Their language will be recorded 4 times approximately 3 to 4-months apart. We will observe each child's pre-school classroom to assess teacher talk, language, and literacy support and interview the teacher regarding his/her language skills and beliefs about language development. Our findings will lead to a better understanding of the course of dual language development and the factors that influence it. They will lead to better screening and identification of speech and other learning delays among English language learners, thereby enhancing the health of these at-risk children. The results will also help us understand why some children are more successful in learning English as a second language and will be used for teacher training, parent education, and curriculum development. The study will also provide evidence for the influence of the first and second language on each other and address concerns about the loss of the home language among learners of English as a second language. Finally the study will promote the recruitment and training of minority students for research careers.

描述（由申请人提供）：尽管有大量的幼儿的家庭语言不是英语，有有限的系统研究，他们的英语学习过程。贫困只会增加美国儿童人口中这一不断增长的部分的双语发展的挑战。缺乏有关双语学习规范课程的信息，对早期评估和干预提出了挑战，并对这些儿童的健康和福祉产生了重要影响。鉴于拉丁裔儿童是美国最大的英语学习者群体，在教育程度上落后于非洲裔美国人和白人，了解他们在学前阶段学习英语和西班牙语的情况具有重要的公共卫生后果。这项拟议的研究评估了来自主要讲西班牙语家庭的低收入墨西哥裔儿童的双语发展。我们的目标是绘制西班牙语和英语的轨迹年轻的低收入儿童从讲西班牙语的家庭，当他们接触到英语在学前课堂和了解课堂变量（例如，课堂语言支持和语言接触，以及教师的信念），影响这种学习。共有45名3岁儿童、他们的家人和他们的老师将被招募并观察一年。他们的语言将被记录4次，大约间隔3到4个月。我们将观察每个孩子的学前教室，以评估教师的谈话、语言和识字支持，并采访教师，了解他/她的语言技能和对语言发展的信念。我们的研究结果将有助于更好地了解双语发展的过程和影响因素，并有助于更好地筛查和识别英语学习者的语言和其他学习延迟，从而提高这些高危儿童的健康水平。研究结果还将帮助我们理解为什么有些孩子在学习英语作为第二语言方面更成功，并将用于教师培训，家长教育和课程开发。这项研究还将提供证据证明第一语言和第二语言相互影响，并解决英语作为第二语言的学习者对母语丧失的担忧。最后，这项研究将促进招聘和培训少数民族学生从事研究工作。