Early Dual Language Development in Children from Spanish-Speaking Families

描述(由申请人提供)：拟议项目的目标是对来自西班牙语家庭的儿童的学龄前口头语言和识字前技能发展提供一个基于经验的理解。来自西班牙语家庭的孩子入学时的语言技能差异很大，也很难被理解。关于双语发展过程和结果的知识基础不足以设计最有效的教育方案，也不足以使儿童与他们需要的方案相匹配。目前有更多关于学校双语学习者的信息，而不是关于影响他们入学准备的因素。该项目的方法是对120名美国儿童进行为期两年半的纵向研究，这些儿童的父母中有一人或两人以西班牙语为母语，对照组为60名单语学习英语的儿童。从2岁半到5岁，每隔6个月对儿童的环境特性和他们在家里和外面的语言体验进行详细的评估。在第一年，将根据录像对照顾者与儿童的互动进行评估，以评估照顾者以儿童为导向的言语(双语学习者使用两种语言)的数量和质量。在每个评估点，儿童接受和表达的语言和语言技能(双语学习者的两种语言)将使用标准化测试、调查人员开发的工具和自发的语音样本进行评估。这些分析的具体目的是(1)描述和预测2岁半至5岁的西班牙语-英语双语学习者和单语英语学习者的言语和语言发展轨迹；(2)在双语学习者中确定4岁和5岁时成功掌握双语的预测因素和双语成就水平较低的风险指标；以及(3)预测5岁双语学习者的识字前技能。在美国，居住在西班牙语家庭的儿童数量庞大且不断增加，这使得他们的学业成就成为一个公共卫生问题。据估计，美国有3500万家庭说西班牙语，许多在家中听到英语以外的语言的儿童到了学龄时英语语言技能水平较低。教育英语水平有限的孩子的成本比每个孩子的平均成本高出90%。尽管有这样的支出，但从统计数据来看，英语能力有限的儿童面临学习成绩低下的风险，以及随之而来的许多负面后果。目前对早期双语发展过程的科学理解不足，阻碍了改进这些成果的努力。这项拟议的研究结果将为支持全国相当一部分儿童的入学准备和最终学业成功的计划和实践提供科学基础。 公共卫生相关性：拟议的研究旨在确定与西班牙语-英语双语学习者的就学准备发展相关的保护性因素和风险因素。这一发现将为识别有失学风险的儿童提供科学依据，并为设计项目以优化全国相当一部分儿童的学习成绩提供科学依据。

DESCRIPTION (provided by applicant): The objective of the proposed project is to provide an empirically-based understanding of preschool oral language and preliteracy skill development in children from Spanish-speaking families. The language skills that children from Spanish-speaking homes present at school entry are highly variable and poorly understood. The knowledge base regarding the processes and outcomes of dual language development is inadequate either to design maximally effective educational programs or to match children to the programs they need. There is currently more information available on dual language learners in school than on the factors that shape their readiness for school. The method of the proposed project is a 2 1/2- year longitudinal study of 120 children in the U.S. who have one or two native Spanish-speaking parents and a control group of 60 monolingual English-learning children. At 6-month intervals from the age of 2 1/2 to 5 years, detailed assessments will be made of properties of the children's environments and their language experiences inside and outside the home. In the first year, assessments will be made of the quantity and quality of caregivers' child-directed speech (in both languages for the dual language learners) based on videorecorded caregiver-child interaction. At each assessment point, the children's receptive and expressive speech and language skills (in both languages for the dual language learners) will be assessed using standardized tests, investigator-developed instruments, and spontaneous speech samples. The specific aims of the analyses are (1) to describe and predict trajectories of speech and language development in Spanish-English dual language learners and monolingual English learners from 2 1/2 to 5 years, (2) to identify, among dual language learners, predictors of successful bilingual proficiency at ages 4 and 5 and indicators of risk for low levels of dual language achievement, and (3) to predict preliteracy skills in dual language learners at age 5 years. The large and growing number of children in the U.S. who live in Spanish-speaking homes makes their academic achievement a public health concern. An estimated 35 million households in the U.S. speak Spanish, and many children who hear a language other than English at home reach school age with low levels of English language skills. The cost of educating children with limited English proficiency is as much as 90% greater than the average cost per child. Despite that expenditure, children with limited English skills are statistically at risk for low academic achievement and its many attendant negative consequences. Efforts to improve these outcomes are hampered by the currently poor scientific understanding of the process of early dual language development. The results of the proposed research will provide a scientific foundation for programs and practices to support the school readiness and ultimate academic success of a substantial portion of the nation's children. PUBLIC HEALTH RELEVANCE: The proposed research is designed to identify protective and risk factors related to the development of school readiness in Spanish-English dual language learners. The findings will provide a scientific basis for identifying children at risk for school failure and for designing programs to optimize academic achievement in a substantial segment of the nation's children.