Vocabulary skills of Spanish–English bilinguals: impact of mother–child language interactions and home language and literacy support  

Oleh:

Quiroz, Blanca G. ; Snow, Catherine E. ; Zhao, Jing

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingualism (Full Text) vol. 14 no. 4 (Dec. 2010), page 379-399.
Topik: mother-child language interactions; Spanish-English bilingual; vocabulary
Fulltext: 379-399.pdf (863.08KB)

Isi artikel

Quantity and quality of home language use as well as home literacy resources are positively related to vocabulary knowledge among children growing up monolingually (De Temple & Snow, 2003; Juel, 1988; Snow, Burns, & Griffin, 1998; Stanovich, 1986). While the presence of interactive features associated with good vocabulary outcomes have been reported in Latino families (Jiménez, Filippini, & Gerber, 2006; Teale, 1986) no prospective studies relating those features to vocabulary outcomes in either Spanish or English have been carried out with Latino children. In particular, it is unclear whether interactions facilitate vocabulary across languages, or only for the language in which they occur. In this study, home factors (immigration history, home language use, home literacy resources) and the interactive language of 50 mother–child dyads sharing a picture-book were analyzed as predictors of the children’s vocabulary outcomes. The children were aged 4–5 and all were attending a Head Start program at the time of the study. Frequency of reading to the child by an adult other than the This study was a sub-project of a program project entitled ‘Acquiring Literacy in English’, directed by the Center for Applied Linguistics, Washington, DC, funded by the National Institute for Child Health and Human Development and the Office for Educational Research and Improvement, US Department of Education (Grant No. P01 HD39530). The principal investigators were Patton O. Tabors and Mariela M. Páez. We would like to express our appreciation to all the members of the ECS research team. The article is based on the first author’s Harvard Graduate School of Education dissertation, and she would like also to thank committee members Patton Tabors, Terrence Tivnan, and Robert LeVine.

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