Spanish-speaking Latinos' Early Language Environments and Dual Language Development

西班牙语拉丁裔的早期语言环境和双语发展

• 批准号: 10730519
• 负责人: Perla B. Gamez
• 金额: $ 43.61万
• 依托单位: LOYOLA UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-01-24 至 2026-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10730519
• 关键词: Academic achievement; Age; Agreement; Analysis of Variance; Behavior; Buffers; Calibration; Caregivers; Child; Child Language; Code; Data; Dependence; Development; Economics; Education; Environment; Experimental Designs; Exposure to; Fathers; Fostering; Funding Mechanisms; Future; Genetic Transcription; Gestures; Goals; Grain; Growth; Health; Home; Intervention; Interview; Language; Language Development; Latino; Latino Population; Lead; Learning; Life; Linguistics; Logistic Regressions; Measures; Methods; Modeling; Mothers; Nature; Outcome; Output; Pathway interactions; Personal Satisfaction; Policies; Population; Process; Proxy; Publishing; Questionnaires; Reading; Research; Research Personnel; Risk; Role; Sampling; Schools; Source; Speech; Standardization; Structure; Students; Testing; Time; Training; Transact; Vocabulary; Work; attentional control; bilingualism; career; dynamic system; experimental study; follow-up; grandparent; hands on research; language outcome; lens; non-verbal; nutrition; primary caregiver; reading difficulties; recruit; skills; social; sociolinguistics; student training; success; syntax; therapy design; undergraduate student; verbal; word learning

PROJECT SUMMARY Bilingually exposed Latino students are often characterized as being at-risk for reading difficulties, despite there being two possible language pathways toward successful reading for bilinguals. Heightened economic hardship accounts for such academic difficulties as do the sociolinguistic realities of bilingualism in the US (subtractive bilingual schooling), which threaten Latino children's bilingual status. Reading difficulties for a large segment of the U.S. population represents a critical national health concern given the connection to unhealthy life outcomes. Thus, the long-term goal of this renewal R15 application is to identify the features of Spanish-speaking Latino children's early language environments that are associated with bilingual trajectories. The study findings would provide a scientific basis for interventions and policies aimed at promoting the bilingual development and academic well-being of Latino children. Our original R15 findings indicate that “language nutrition” or exposure to primary caregivers' diverse language promotes bilingual children's “language health,” that is, bilingual development. Despite widespread agreement on the critical importance of primary caregivers' directed input, there is a limited understanding of the multiple input sources (beyond primary caregivers) and input types (beyond direct input, including overheard input) that promote bilingual development. This is partly due to the field's narrowed focus on bilingual children's amount of language exposure and that existing models of language development are overwhelmingly based on culturally specific monolingual learners. Thus, in this renewal application, we broaden the research lens to meet two new aims: 1) establish whether and how multiple language input sources (primary, secondary, other) and types (diversity, amount; direct, overheard) contribute uniquely to bilingual children's language outcomes and 2) determine the bi-directional dependency of language use between children and their multiple interlocutors. We will collect video and audio recorded speech samples, including day-long recordings, from bilingually exposed children and their multiple interlocutors, including primary (mother), secondary (father), and other caregivers (grandparents). We will recruit a total of 80 target children from Latino homes that represent a range of Spanish and English exposure levels. Our purposeful longitudinal sampling of multiple inputs and child output (at child age 12, 18, 24, 30 and 36 months) will allow for a fine-grained analysis of how caregiver input functions as part of a dynamic system of transactional interactions with learners (verbally, non-verbally). Taking a multi-method approach, we supplement naturalistic observations with caregiver interviews (semi-structured and questionnaires) and experimental manipulations of input, using word learning and language modeling paradigms. Highly trained student researchers will collect, transcribe, and code recordings, administer researcher-developed and standardized assessments of children's language (vocabulary, syntax) and nonverbal behaviors (gesture), as well as carry out on-campus experiments.

项目摘要 双语暴露的拉丁裔学生往往被描述为阅读困难的风险，尽管有两种可能的语言路径走向成功的阅读的双语。经济困难加剧导致了学习上的困难，就像美国双语制的社会语言学现实（减法双语学校）一样，威胁到拉丁美洲儿童的双语地位。阅读困难的很大一部分美国人口代表了一个关键的国家健康问题，因为它与不健康的生活结果有关。因此，这个更新R15应用程序的长期目标是识别与双语轨迹相关的西班牙语拉丁裔儿童早期语言环境的特征。研究结果将为旨在促进拉丁裔儿童双语发展和学术福祉的干预措施和政策提供科学依据。我们最初的R15研究结果表明，“语言营养”或接触主要照顾者的不同语言促进双语儿童的“语言健康”，即双语发展。尽管普遍认为主要照顾者的直接输入至关重要，但对促进双语发展的多种输入来源（超越主要照顾者）和输入类型（超越直接输入，包括偷听输入）的理解有限。这部分是由于该领域的重点集中在双语儿童的语言接触量，以及现有的语言发展模式绝大多数是基于特定文化的单语学习者。因此，在这个更新的应用程序中，我们扩大了研究透镜，以满足两个新的目标：1）建立是否以及如何多语言输入源（主要，次要，其他）和类型（多样性，数量;直接，偷听）有助于双语儿童的语言成果和2）确定儿童和他们的多个对话者之间的语言使用的双向依赖。我们将收集视频和音频记录的语音样本，包括一整天的录音，从双语暴露的儿童和他们的多个对话者，包括主要（母亲），次要（父亲），和其他照顾者（祖父母）。我们将从拉丁美洲家庭招募80名目标儿童，这些儿童代表了一系列西班牙语和英语的接触水平。我们有目的地对多个输入和儿童输出（在儿童年龄12，18，24，30和36个月）进行纵向采样，将允许对护理人员输入如何作为与学习者（口头，非口头）的动态交互系统的一部分进行细粒度分析。采取多方法的方法，我们补充与照顾者访谈（半结构化和问卷调查）和实验操作的输入，使用单词学习和语言建模范式的自然观察。训练有素的学生研究人员将收集，转录和编码录音，管理研究人员开发的儿童语言（词汇，句法）和非语言行为（手势）的标准化评估，以及进行校园实验。