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

语言输入量、互动的二元质量和单词学习技能对早期双语发展的典型和非典型模式的影响

• 批准号: 10199700
• 负责人: Amy E Pace
• 金额: $ 15.55万
• 依托单位: UNIVERSITY OF WASHINGTON
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-06-01 至 2024-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10199700
• 关键词: Academic achievement; Address; Attention; Birth Order; Caregivers; Child; Child Language; Child Support; Cognitive; Complex; Comprehension; Data; Development; Diagnosis; Disadvantaged; Education; Environment; Exposure to; Family; Foundations; Gender; Goals; Home environment; Income; Individual; Individual Differences; Intervention; Joints; Language; Language Delays; Language Development; Learning Skill; Linguistics; Longitudinal Studies; Measures; Oral; Parent-Child Relations; Parents; Pattern; Performance; Play; Population; Process; Regression Analysis; Reporting; Research; Risk; Sampling; Schools; Socioeconomic Status; Source; System; Tablets; Testing; Therapeutic Intervention; Toddler; United States; Vocabulary; Work; base; bilingualism; cognitive development; educational atmosphere; evidence base; experience; innovation; insight; kindergarten; language impairment; language outcome; learning ability; learning outcome; lexical; novel; peer; preventive intervention; processing speed; programs; recruit; skills; success; touchscreen; word learning

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.

项目概要 进入幼儿园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，但 支持双语言学习者 (DLL) 全方位口语发展的证据基础 为了解决这一已知的差距，本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 语言发展的中心假设是双语发展的多维方法。 包括儿童、二元和家庭因素在内的因素将更有力地预测学习成果。 将涵盖儿童整个语言发展过程——从英语和英语的典型技能 为两种语言技能较弱的儿童（即语言延迟）提供西班牙语课程 在目标 1 下，我们测试幼儿的能力。 基于有限的接触对新词的含义进行快速推断的能力（即快速推断） 映射）英语和西班牙语，询问单词学习与词汇和语法有何关系 在目标 2 下，我们研究了不同语言技能水平的儿童的发展情况。 照顾者与儿童互动期间的双语言输入和语言学习机会的质量 解释一年后单词学习表现和双语结果的变化。 为了实现这些目标，DLL 及其照顾者将在一个众所周知的时期进行纵向研究 这项工作意义重大，因为它将确定儿童的贡献， 双语语言发展的二元和家庭变量，并在整个过程中检查这些因素 所提出的工作具有创新性，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制图；以及 (b) 采用跨学科和 语言发展的多维方法，包括孩子的语言学习技能 与学习环境的结合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。