Influence of language input quantity, dyadic quality of interactions, and word learning skills on typical and atypical patterns of early dual language development

项目摘要 进入幼儿园之前的语言能力是日后在学校取得成功的最佳预测因素之一， 证据库，以支持口语发展的双语学习者（DLL）在整个范围内 缺乏语言能力。为了解决这一已知的差距，这项研究调查了具体的贡献， （a）家庭环境中语言输入的数量，（B）语言学习机会的质量 在与照顾者的互动过程中，以及（c）支持儿童双语的语言学习过程 语言发展中心假设是，双语发展的多维方法 包括儿童、二元和家庭因素的因素将更有力地预测学习结果。关键是，这项工作 将包括儿童在整个语言发展的连续性-从典型的技能，无论是英语， 西班牙语对两种语言技能都很弱的儿童（即，语言延迟）。在目标1下，我们测试幼儿的 基于有限的接触（即，快- 映射）在英语和西班牙语，询问单词学习如何与词汇和语法 不同语言水平的儿童的发展。在目标2下，我们研究了 双语输入与亲子互动中语言学习机会的质量 解释一年后单词学习表现和随后双语语言结果的变化。 为了实现这些目标，DLL及其护理人员将在一个众所周知的时期内进行纵向研究， 幼儿时期词汇的快速习得。这项工作意义重大，因为它将确定儿童的贡献， 二元，和双语语言发展的家庭变量，并检查这些因素的全面 语言技能的连续性。拟议的工作是创新的，因为它（a）测试双语单词学习技能 通过评估英语和西班牙语的快速映射;以及（B）采取跨学科和 语言发展的多维方法，包括儿童的语言学习技能， 结合学习环境。数据将提供对可变性来源的新见解， 影响早期的双语轨迹，并指出支持长期语言成功的策略。

Project Summary Language ability before entry to kindergarten is among the best predictors of later success in school, yet the evidence base to support oral language development in Dual Language Learners (DLLs) across the full range of language abilities is lacking. To address this known gap, this research investigates the specific contributions of (a) the quantity of language input in the home environment, (b) the quality of language learning opportunities during interactions with caregivers, and (c) language learning processes that support children's bilingual language development. The central hypothesis is that a multidimensional approach to bilingual development that includes child, dyadic, and family factors will more strongly predict learning outcomes. Critically, this work will include children across the full continuum of language development – from typical skills in both English and Spanish to children with weak skills in both languages (i.e., language delayed). Under Aim 1, we test toddlers' ability to make rapid inferences about the meaning of a novel word based on limited exposure (i.e., fast- mapping) in English and Spanish, asking how word learning relates to vocabulary and grammatical development in children with varying levels of language skill. Under Aim 2, we examine how the quantity of dual language input and the quality of language learning opportunities during caregiver-child interactions explain variability in word learning performance and subsequent bilingual language outcomes one year later. To meet these aims, DLLs and their caregivers will be studied longitudinally across a well-known period of rapid lexical acquisition in toddlerhood. This work is significant because it will identify the contribution of child, dyadic, and family variables for bilingual language development and examines these factors across the full continuum of language skills. The proposed work is innovative because it (a) tests bilingual word learning skills by evaluating fast-mapping in both English and Spanish; and (b) takes an interdisciplinary and multidimensional approach to language development including the child's language learning skills in combination with the learning environment. Data will provide new insight into sources of variability that influence early dual language trajectories, and point to strategies for supporting long-term language success.