L1 and L2 acquisition in early sequential Vietamese-English bilinguals

早期越南语-英语双语者的 L1 和 L2 习得

• 批准号: 7646212
• 负责人: Giang Thuy Pham
• 金额: $ 3.69万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-06-24 至 2013-06-23
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7646212
• 关键词: 5 year old; Accounting; Achievement; Affect; Age; Birth; Child; Childhood; Classification; Cognitive; Communities; Complement; Cross-Sectional Studies; Data; Development; Education; Educational Intervention; Educational Materials; Emotional; Goals; Growth; Home environment; Impairment; Individual; Investigation; Knowledge; Language; Language Delays; Language Development; Learning; Length; Life; Linear Models; Linguistics; Longitudinal Studies; Maintenance; Measures; Modality; Nature; Nursery Schools; Outcome; Participant; Pattern; Performance; Population; Populations at Risk; Process; Public Health; Regression Analysis; Relative (related person); Research; Risk; School-Age Population; Semantics; Social Development; Speech; Staging; Task Performances; Testing; Theoretical model; Time; Variant; base; bilingualism; clinical application; design; elementary school; emotional factor; experience; interest; knowledge base; lexical; phonology; programs; public health relevance; skills; social; theories; tool

DESCRIPTION (provided by applicant): My long-term research objective is to systematically profile language acquisition in children learning Vietnamese as a first language (L1) and English as a second language (L2). A clear understanding of interactions between L1 and L2 in developing bilinguals will contribute to unified theories of language that account for language acquisition under diverse circumstances, including children learning two typologically distinct languages (such as Vietnamese and English), beginning at two different points in their social and cognitive development. Currently there are no available studies on Vietnamese language development. As an initial step in the research process, the proposed study focuses on lexical semantic development of 30 early elementary school-aged children learning Vietnamese (L1) and English (L2). Eight different lexicalsemantic measures (2 types [knowledge and processing-based] x 2 modalities [receptive and expressive] x 2 languages [Vietnamese and English]) will be administered to each participant at three different time points, with a one-year interval between test times. There are two specific aims. First, Hierarchical Linear Modeling will be used to analyze growth patterns of L1 and L2. Second, correlation and regression analyses will be used to investigate potential relationships within and across languages at each time point as well as across time. The current proposal may well be the first longitudinal investigation of bilingual lexical semantic development using both knowledge-based and processing-based measures. Upon completion of this project, we will better understand the lexical semantic growth trajectories of sequential bilingual children as well as the relationships within each language and across languages over time. In addition, this line of research has clinical applications in creating educational materials for Vietnamese populations at risk for poor language and academic outcomes. PUBLIC HEALTH RELEVANCE: Understanding and supporting the language development of non-English home languages in the U.S. promotes public health on individual and community levels. Strong connections in the home and surrounding community increase social and emotional development. A clear understanding of L1 and L2 development is essential to developing effective early education programs to promote L1 maintenance and pave the way for greater academic and vocational achievements in English, the majority community language.

描述（由申请人提供）：我的长期研究目标是系统地分析以越南语为第一语言（L1）和英语为第二语言（L2）学习的儿童的语言习得情况。清楚地理解母语和母语在双语发展过程中的相互作用将有助于统一语言理论，解释不同环境下的语言习得，包括儿童从社会和认知发展的两个不同点开始学习两种类型不同的语言（例如越南语和英语）。目前还没有关于越南语发展的研究。作为研究过程的第一步，本研究重点关注 30 名学习越南语（L1）和英语（L2）的早期小学生的词汇语义发展。每个参与者将在三个不同的时间点进行八种不同的词汇语义测量（2种类型[基于知识和处理] x 2种模式[接受和表达] x 2种语言[越南语和英语]），测试时间间隔一年。有两个具体目标。一、分层线性建模 将用于分析 L1 和 L2 的增长模式。其次，相关性和回归分析将用于调查每个时间点以及跨时间的语言内部和语言之间的潜在关系。当前的提案很可能是使用基于知识和基于处理的措施对双语词汇语义发展的首次纵向调查。该项目完成后，我们将更好地理解连续双语儿童的词汇语义增长轨迹，以及每种语言内部和跨语言随时间的关系。此外，这一研究领域还具有临床应用，可以为面临语言和学业成绩不佳风险的越南人群制作教育材料。公共卫生相关性：了解和支持美国非英语母语的语言发展可促进个人和社区层面的公共卫生。家庭和周围社区的牢固联系可以促进社交和情感发展。清楚地了解 L1 和 L2 的发展对于制定有效的早期教育计划至关重要，以促进 L1 的维护，并为以英语（主要社区语言）取得更大的学术和职业成就铺平道路。