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将越南语作为第一语言(L1)和将英语作为第二语言(L2)学习的儿童的语言习得。清楚地了解第一语言和第二语言在发展双语者过程中的相互作用将有助于统一的语言理论，这些语言理论解释了不同环境下的语言习得，包括儿童从其社会和认知发展的两个不同阶段开始学习两种不同类型的语言(如越南语和英语)。目前还没有关于越南语发展的研究。作为研究的第一步，本研究关注了30名小学早期儿童学习越南语(L1)和英语(L2)的词汇语义发展。将在三个不同的时间点对每个参与者进行八种不同的词汇语义测量(2种类型[基于知识和加工]x 2种模式[接受性和表现性]x 2种语言[越南语和英语])，测试时间之间间隔一年。有两个具体目标。第一，分层线性建模 将用于分析L1和L2的生长模式。其次，将使用相关和回归分析来调查语言内部和语言之间在每个时间点以及跨时间的潜在关系。目前的建议很可能是第一次使用基于知识和基于处理的方法对双语词汇语义发展的纵向调查。这个项目完成后，我们将更好地了解顺序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内部和跨语言之间的关系。此外，这一系列研究在为语言和学业成绩不佳的越南人群制作教材方面也有临床应用。公共卫生相关性：了解和支持美国非英语母语的语言发展，促进个人和社区层面的公共健康。家庭和周围社区的强大联系会促进社交和情感的发展。对第一语言和第二语言发展的清楚了解对于制定有效的早期教育计划至关重要，以促进第一语言的维护，并为在英语这一占多数的社区语言的学术和职业方面取得更大成就铺平道路。

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.