Early Dual Language Development in Children from Spanish-Speaking Families

西班牙语家庭儿童的早期双语发展

• 批准号: 8623190
• 负责人: ERIKA HOFF
• 金额: $ 9.49万
• 依托单位: FLORIDA ATLANTIC UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-04-01 至 2016-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8623190
• 关键词: 5 year old; Academic achievement; Achievement; Acoustics; Address; Age; Awareness; Caregivers; Child; Cognitive; Control Groups; Criminal Justice; Development; Disease; Economics; English Language; Environment; Expenditure; Failure; Family; Family Relationship; Foundations; Goals; Hearing; Home environment; Household; Individual; Individual Differences; Intervention; Knowledge; Language; Language Development; Learning; Letters; Life; Longitudinal Studies; Maintenance; Measures; Mental disorders; Methods; Modeling; Nature; Nursery Schools; Oral; Outcome; Parents; Policy Maker; Population; Process; Property; Public Health; Readiness; Reading; Research; Research Personnel; Risk; Risk Factors; Sampling; School-Age Population; Schools; Scientific Advances and Accomplishments; Shapes; Speech; Speech Development; Speed; System; Testing; Unemployment; Video Recording; base; clinical practice; cost; design; experience; improved; innovation; instrument; knowledge base; lexical; literacy; phonology; programs; public health relevance; skills; standardize measure; success

DESCRIPTION (provided by applicant): The objective of the proposed project is to provide an empirically-based understanding of preschool oral language and preliteracy skill development in children from Spanish-speaking families. The language skills that children from Spanish-speaking homes present at school entry are highly variable and poorly understood. The knowledge base regarding the processes and outcomes of dual language development is inadequate either to design maximally effective educational programs or to match children to the programs they need. There is currently more information available on dual language learners in school than on the factors that shape their readiness for school. The method of the proposed project is a 2 1/2- year longitudinal study of 120 children in the U.S. who have one or two native Spanish-speaking parents and a control group of 60 monolingual English-learning children. At 6-month intervals from the age of 2 1/2 to 5 years, detailed assessments will be made of properties of the children's environments and their language experiences inside and outside the home. In the first year, assessments will be made of the quantity and quality of caregivers' child-directed speech (in both languages for the dual language learners) based on videorecorded caregiver-child interaction. At each assessment point, the children's receptive and expressive speech and language skills (in both languages for the dual language learners) will be assessed using standardized tests, investigator-developed instruments, and spontaneous speech samples. The specific aims of the analyses are (1) to describe and predict trajectories of speech and language development in Spanish-English dual language learners and monolingual English learners from 2 1/2 to 5 years, (2) to identify, among dual language learners, predictors of successful bilingual proficiency at ages 4 and 5 and indicators of risk for low levels of dual language achievement, and (3) to predict preliteracy skills in dual language learners at age 5 years. The large and growing number of children in the U.S. who live in Spanish-speaking homes makes their academic achievement a public health concern. An estimated 35 million households in the U.S. speak Spanish, and many children who hear a language other than English at home reach school age with low levels of English language skills. The cost of educating children with limited English proficiency is as much as 90% greater than the average cost per child. Despite that expenditure, children with limited English skills are statistically at risk for low academic achievement and its many attendant negative consequences. Efforts to improve these outcomes are hampered by the currently poor scientific understanding of the process of early dual language development. The results of the proposed research will provide a scientific foundation for programs and practices to support the school readiness and ultimate academic success of a substantial portion of the nation's children. PUBLIC HEALTH RELEVANCE: The proposed research is designed to identify protective and risk factors related to the development of school readiness in Spanish-English dual language learners. The findings will provide a scientific basis for identifying children at risk for school failure and for designing programs to optimize academic achievement in a substantial segment of the nation's children.

描述（由申请人提供）：拟议项目的目的是提供基于经验的口语语言和来自讲西班牙语家庭的儿童的初中语言的理解。学校入学时，讲西班牙语的房屋中儿童的语言技能差异很大，理解不足。关于双重语言发展过程和结果的知识基础是不足以设计具有最大有效的教育计划，或者使儿童与所需的计划相匹配。目前，学校中有关双语言学习者的信息要比塑造其准备就绪的因素更多的信息。拟议项目的方法是对美国有一个或两个说西班牙语的父母和一个由60个单语的英语学习孩子的对照组进行的2 1/2年纵向研究。以2 1/2至5岁的6个月间隔，将对儿童环境的特性及其在家中和外部的语言经验进行详细评估。在第一年，将根据视频记录的护理人员互动（Caregiver-Child-Child互动）对看护人指导语音的数量和质量（用双语言学习者的两种语言）进行评估。在每个评估点，都将使用标准化的测试，研究人员开发的乐器和自发的语音样本来评估儿童的接受和表达性语音和语言技能（以双语言学习者的两种语言）进行评估。分析的具体目的是（1）来描述和预测西班牙语英语双语言学习者中的语音和语言发展轨迹，而英语学习者则从2 1/2到5年中，（2），（2）在双语言学习者中识别4和5年龄在5年度学习级别的二年级的双文学能力的预测者中，预测了二年级的技能，并预测了二年级的5年级和（3），并且（3）prel of Dual dual dual dual dual dual语言的能力（3）。居住在讲西班牙语的房屋中的美国越来越多的儿童使他们的学术成就成为公共卫生的关注。据估计，在美国，有3500万户家庭会说西班牙语，许多在家中英语以外的语言的儿童达到了英语水平较低的年龄。教育英语能力有限的儿童的成本比每个儿童的平均成本高90％。尽管这笔支出，但英语技能有限的儿童在统计学上仍处于学术成就较低及其许多随之而来的负面影响的风险。目前对早期双重语言发展过程的科学理解不佳，阻碍了改善这些结果的努力。拟议的研究结果将为计划和实践提供科学基础，以支持学校的大部分儿童的准备和最终学术成就。 公共卫生相关性：拟议的研究旨在确定与西班牙语英语双重语言学习者的学校准备发展有关的保护性和风险因素。这些发现将为识别有学校失败风险的儿童提供科学依据，并设计计划以优化美国儿童的学术成就。