Bilingual and Socio-Emotional Development in Dual Language Learners

美国双语学习者(DLL)或接触并通过其学习的儿童 两种语言，在过去的十年里发展迅速。来自低收入家庭的直接贷款明显落后于 他们只会说英语的同龄人在幼儿园入学时对入学准备措施的了解，以及 成绩差距随着年龄的增长继续拉大。尽管社会情绪发展(SED)起着关键作用 在儿童的长期健康和成就方面，我们对如何使用双语的认识存在着显著的差距 经验塑造了SED。通过整合语言、执行功能和SED的评估方法， 本R01采用跨学科的方法来研究双语(英语和英语)之间的相互关系 传统语言)的发展和SED的纵向研究。我们将跟踪400个DLL(50%为女性， 最初3-4岁)来自低收入讲西班牙语的墨西哥裔美国家庭(N=200)和 说粤语的华裔美国家庭(N=200)，每年持续三年(学龄前的T1和T2，T3 在幼儿园)。关于儿童英语和遗产的三波多方法、多语境的数据 语言熟练程度、执行职能、SED以及亲子关系和师生关系的质量 1)调查早期英语和英语的贡献 继承语言开发到DLLS后来的SED，并测试执行功能作为中介机制；2) 考察早期双语发展对动态链接库亲子关系和师生关系的贡献， 并检验了作为语言和SED之间中介变量的关系质量 社会关系，并测试文化是否调节了语言和关系之间的联系；以及4) 测试其他儿童、家庭和学校因素是否会调节语言和SED之间的关系。这个 拟议的研究将有助于增进关于跨领域发展联系的科学知识。 (语言、执行功能和自学能力)，并对幼儿教育政策有影响， 评估、课程开发、教师培训和家庭参与实践。

The U.S. population of dual language learners (DLLs), or children who are exposed to and learning through two languages, has grown rapidly in the last decade. DLLs from low-income families lag significantly behind their monolingual English-speaking peers on school readiness measures at kindergarten entry, and the achievement gap continues to widen with age. Despite the critical role of socio-emotional development (SED) in children's long-term health and achievement, significant gap exists in our knowledge on how bilingual experience shapes SED. By integrating the assessment methods on language, executive functions, and SED, this R01 takes an interdisciplinary approach to study the reciprocal relations between bilingual (English and heritage language) development and SED in a longitudinal study. We will follow 400 DLLs (50% females, initially 3-4 years of age) from low-income Spanish-speaking Mexican American families (N = 200) and Cantonese-speaking Chinese American families (N = 200) annually for three years (T1 and T2 in preschool, T3 in kindergarten). Three waves of multi-method and multi-context data on children's English and heritage language proficiency, executive functions, SED, and quality of parent-child and teacher-child relationships will be collected to address the following specific aims: 1) Investigate the contributions of early English and heritage language development to DLLs' later SED, and test executive functions as a mediating mechanism; 2) Examine the contributions of early bilingual development to DLLs' parent-child and teacher-child relationships, and test relationship quality as mediators between language and SED; 3) Examine cultural differences in DLLs' social relationships, and test whether culture moderates the links between language and relationships; and 4) Test whether other child, family, and school factors moderate the relations between language and SED. The proposed research will contribute to the scientific knowledge on the linking of development across domains (language, executive function, and SED), and have implications for early childhood education policy, assessment, curriculum development, teacher training, and family engagement practice on DLLs.