Spanish and English Oral Language Growth Rates of Bilingual Preschoolers: The Effect of Language of Instruction

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2022-08-22 DOI:10.1111/ldrp.12287
Lillian Durán, Alisha Wackerle-Hollman, Alejandra Miranda, Carlos Chávez, Jill Pentimonti, Karen Zyskind, Michael C. Rodriguez
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Abstract

Studying the oral language growth of Spanish-speaking preschoolers in the United States is increasingly important given the critical role early language development plays in reading outcomes. In this article, we report on the Spanish and English growth trajectories observed in 124 bilingual preschoolers collected over 2 years in 36 classrooms across 5 states and the associations of growth in each language to language of instruction and home language exposure. Patterns indicate the need for Spanish instruction to maintain robust rates of Spanish growth and English growth rates in Spanish, bilingual, and English-only instruction. Significant differences in English and Spanish oral language abilities were also noted at the intercept between children who were Spanish dominant versus balanced bilinguals. Implications for research and practice are provided.

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双语学前儿童西班牙语和英语口语增长率:教学语言的影响
鉴于早期语言发展对阅读结果的关键作用,研究美国西班牙语学龄前儿童的口语发展越来越重要。在这篇文章中,我们报告了在5个州的36个教室里收集的124名双语学龄前儿童在2年内观察到的西班牙语和英语的成长轨迹,以及每种语言的成长与教学语言和家庭语言接触的关系。模式表明,西班牙语教学需要在西班牙语、双语和纯英语教学中保持强劲的西班牙语增长率和英语增长率。在西班牙语占主导地位的儿童与平衡的双语儿童之间,英语和西班牙语口语能力也存在显著差异。提供了对研究和实践的启示。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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