L1 and L2 acquisition in early sequential Vietamese-English bilinguals

描述（由申请人提供）：我的长期研究目标是系统地描述儿童学习越南语作为第一语言（L1）和英语作为第二语言（L2）的语言习得。一个清晰的理解L1和L2在发展双语者之间的相互作用将有助于统一的语言理论，解释不同情况下的语言习得，包括儿童学习两种类型上不同的语言（如越南语和英语），在他们的社会和认知发展的两个不同点开始。目前还没有关于越南语发展的研究。作为研究过程中的第一步，拟议的研究重点是词汇语义发展的30个早期小学年龄的儿童学习越南语（L1）和英语（L2）。将在三个不同的时间点对每位参与者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种模态[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。第一，分层线性模型 将用于分析L1和L2的生长模式。其次，将使用相关性和回归分析来调查每个时间点以及跨时间的语言内和跨语言的潜在关系。目前的建议很可能是第一次纵向调查双语词汇语义发展的知识为基础的和处理为基础的措施。在完成这个项目后，我们将更好地了解连续双语儿童的词汇语义增长轨迹，以及随着时间的推移，每种语言和跨语言的关系。此外，这一系列研究在为越南语言和学术成果不佳的风险人群创建教育材料方面具有临床应用。公共卫生相关性：了解和支持非英语家庭语言在美国的语言发展促进个人和社区层面的公共卫生。家庭和周围社区的紧密联系促进了社会和情感的发展。对L1和L2发展的清晰理解对于制定有效的早期教育计划至关重要，以促进L1的维护，并为英语（大多数社区语言）取得更大的学术和职业成就铺平道路。

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.