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

基本信息

批准号：
9907862
负责人：
ERIKA HOFF
金额：
$ 54.7万
依托单位：
FLORIDA ATLANTIC UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2011
资助国家：
美国
起止时间：
2011-04-01 至 2023-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9907862
关键词：
2 year old 5 year old Academic achievement Achievement Age Child Child Language Cognitive Criminal Justice Data Databases Development Disadvantaged Disease Economics Educational Models English Language Environment Family Foundations Goals Growth Health Home environment Household Individual Differences Intervention Investigation Knowledge Language Language Development Literature Longitudinal Studies Measures Mental disorders Minority Nursery Schools Oral Outcome Outcome Measure Personal Satisfaction Policies Population Public Policy Readiness Research Risk School-Age Population Schools System Testing Time Unemployment Work bilingualism cognitive benefits cognitive skill design early experience elementary school executive function experience fourth grade high risk indexing innovation intervention program learning ability literacy minority children programs protective factors public health relevance skills success therapy design third grade

项目摘要

DESCRIPTION (provided by applicant): The goal of the proposed research is to identify factors associated with positive language, literacy, and academic outcomes in children from Spanish-speaking homes and, thereby, to provide a scientific basis for public policy and educational practices aimed at supporting the development and achievement of language minority children. One in 5 children in the U.S. live in homes where a language other than English is spoken; among school-aged children, 79% of these homes are Spanish-speaking. Many children in this population reach school age with low levels of English language skills, and they do not catch up to the skill level required for success in school in time to avoid serious academic disadvantage. Low levels of literacy and academic achievement are associated with higher rates of disease, mental illness, unemployment, and contact with the criminal justice system, making literacy and academic achievement among this large and growing segment of the population a national health concern. The proposed research is a continuation of a longitudinal study of children from Spanish-speaking homes and children from monolingual English- speaking homes that began when the children were 2 1/2 years old and has followed them, thus far, to the age of 5 years and the point of school entry. The new work will assess the children's language environments, dual language and literacy development, and executive function skill growth from age 6 to 10. Scores on school-administered assessments of academic achievement are additional outcomes measured in the 3rd and 4th grade. The specific aims are (1) to describe language and literacy trajectories in English and Spanish across the transition to school and to assess the relation of early dual language experience, early dual language development, and concurrent home and school influences to individual differences in those trajectories, (2) to test the hypotheses that strong Spanish skills and strong executive function skills are protective factors in children from language minority homes that mitigate the risk for poor literacy and academic achievement associated with low English skills at school entry, and (3) to test the hypothesis that children with low English and low Spanish skills are particularly a risk and to identify antecedents of low risk and high risk skill profiles. The results of the proposed research will allow identification of language minority children most at risk for low levels of English literacy and academic achievement and will identify targets for interventions aimed at enhancing literacy and related health and academic outcomes in children from language minority homes. The proposed analyses will not exhaust the usefulness of the database that will result from this work. That database will include detailed measures of dual language environments and dual language skill growth from the age of 2 1/2 to 10 years, with measures of executive control, literacy, and academic achievement during elementary school, for 130 children from Spanish-speaking families and 30 children from monolingual English-speaking families. No other such database exists in the U.S.

描述（由申请人提供）：拟议研究的目标是确定与西班牙语家庭儿童的积极语言、读写能力和学业成绩相关的因素，从而为旨在实现这一目标的公共政策和教育实践提供科学依据。支持语言少数群体儿童的发展和成就。美国有五分之一的儿童生活在使用英语以外的语言的家庭中；其中 79% 的家庭讲西班牙语。达到学龄人口的教育水平较低他们的英语语言技能水平较低，并且未能及时达到在学校取得成功所需的技能水平，从而避免严重的学业劣势。识字率和学业成绩低下与较高的疾病、精神疾病、失业和患病率有关。与刑事司法系统的联系，使这一庞大且不断增长的人口群体的识字率和学业成绩成为国家健康问题。拟议的研究是对来自西班牙语家庭的儿童和来自单一语言英语的儿童进行纵向研究的延续。孩子们 2 1/2 岁时开始的家庭新研究将评估儿童的语言环境、双语和识字能力的发展，以及从 6 岁到 10 岁的执行功能技能的发展。学校管理的学业成绩评估是在三年级和四年级测量的额外结果，具体目标是 (1) 描述在向学校过渡期间英语和西班牙语的语言和读写轨迹，并评估早期双语的关系。经验，早期双语发展，以及家庭和学校对这些轨迹中个体差异的影响，（2）检验以下假设：强大的西班牙语技能和强大的执行功能技能是来自语言少数家庭的儿童的保护因素，可以减轻读写能力差的风险以及与入学时英语技能低相关的学术成就，以及（3）检验英语和西班牙语技能低的儿童尤其具有风险的假设，并确定低风险和高风险技能概况的前因。识别最危险的语言少数群体儿童针对英语读写能力和学业成绩水平较低的问题，并将确定旨在提高语言少数家庭儿童读写能力和相关健康和学业成绩的干预措施目标。拟议的分析不会耗尽这项工作所产生的数据库的有用性。该数据库将包括对来自西班牙语家庭的 130 名儿童的双语言环境和从 2 1/2 岁到 10 岁的双语言技能成长的详细测量，以及小学期间的执行控制、读写能力和学业成绩的测量和 30 名单语儿童美国不存在其他这样的数据库。

项目成果

期刊论文数量（37）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Bilingual Development in the Receptive and Expressive Domains: They Differ.

DOI：
10.1080/13670050.2022.2087039
发表时间：
2022
期刊：
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
影响因子：
2.8
作者：
Giguere, David;Hoff, Erika
通讯作者：
Hoff, Erika

Dual language exposure and early bilingual development.

DOI：
10.1017/s0305000910000759
发表时间：
2012-01
期刊：
JOURNAL OF CHILD LANGUAGE
影响因子：
2.2
作者：
Hoff, Erika;Core, Cynthia;Place, Silvia;Rumiche, Rosario;Senor, Melissa;Parra, Marisol
通讯作者：
Parra, Marisol

ADVANCES IN THE ASSESSMENT OF YOUNG BILINGUALS: COMMENTS ON FLOCCIA ET AL.

年轻双语者评估的进展：对 FLOCCIA 等人的评论。