Early Dual Language Development in Children from Spanish-Speaking Families

描述（由申请人提供）：拟议项目的目标是提供学前口语和学前识字技能发展的理解，从讲西班牙语的家庭。来自西班牙语家庭的儿童在入学时的语言技能差异很大，而且人们对他们的语言技能了解甚少。关于双语发展的过程和结果的知识基础不足以设计最有效的教育方案，也不足以使儿童适应他们所需要的方案。目前，关于学校中双语学习者的信息比关于影响他们入学准备的因素的信息要多。该项目的方法是一项为期2年半的纵向研究，研究对象是美国的120名儿童，他们有一个或两个母语为西班牙语的父母，对照组是60名单语英语学习儿童。从2岁半到5岁，每隔6个月，将对儿童的环境特性及其在家庭内外的语言经验进行详细评估。在第一年，将根据录像记录的照顾者与儿童的互动，评估照顾者针对儿童的语言（双语学习者使用两种语言）的数量和质量。在每个评估点，孩子们的接受和表达的语音和语言技能（在两种语言的双语学习者）将使用标准化测试，演示器开发的工具，和自发的语音样本进行评估。这些分析的具体目的是：（1）描述和预测西班牙语-英语双语学习者和单语英语学习者从2岁半到5岁的言语和语言发展轨迹，（2）在双语学习者中确定4岁和5岁成功双语能力的预测因素和双语成绩低水平的风险指标，（3）预测双语学习者5岁时的识字前技能。在美国，生活在讲西班牙语的家庭中的儿童数量越来越多，这使得他们的学业成绩成为一个公共卫生问题。据估计，美国有3500万家庭讲西班牙语，许多在家里听到英语以外语言的儿童到了学龄，英语语言技能水平很低。教育英语能力有限的儿童的成本比每个孩子的平均成本高出90%。尽管有这些开支，但从统计数据来看，英语能力有限的儿童有可能学业成绩不佳，并由此产生许多负面后果。目前对早期双语发展过程的科学认识不足，阻碍了改善这些结果的努力。拟议研究的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方案和做法提供科学基础。

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.