An Examination of Language Input and Vocabulary Development of Young Latino Dual Language Learners Living in Poverty

Autor/inn/en	Boyce, Lisa K.; Gillam, Sandra L.; Innocenti, Mark S.; Cook, Gina A.; Ortiz, Eduardo
Titel	An Examination of Language Input and Vocabulary Development of Young Latino Dual Language Learners Living in Poverty
Quelle	In: First Language, 33 (2013) 6, S.572-593 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723713503145
Schlagwörter	Linguistic Input; Spanish; Literacy; Poverty; Bilingualism; English (Second Language); Second Language Learning; Early Intervention; Prediction; Child Language; Infants; Toddlers; Mothers; Parent Child Relationship; Scores; Family Environment; Hispanic Americans; Expressive Language; Likert Scales; Language Proficiency; Surveys; Observation; Video Technology; Acculturation; Measures (Individuals); Language Skills; Correlation; Statistical Analysis; Utah; MacArthur Communicative Development Inventory; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Sprachbildung; Spanisch; Alphabetisierung; Schreib- und Lesefähigkeit; Armut; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Vorhersage; 'Children''s language'; Kindersprache; Infant; Toddler; Toddlers; Kleinkind; Infants; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu; Hispanic; Hispanoamerikaner; Likert-Skala; Language skill; Language skills; Sprachkompetenz; Survey; Umfrage; Befragung; Beobachtung; Akkulturation; Messdaten; Korrelation; Statistische Analyse
Abstract	The purpose of the study was to evaluate the language status of 120 young, Latino dual language learners living in poverty in the United States. Maternal language input and home language and literacy environments were examined with regard to language development at 24 and 36 months. Results suggested that even when combining English and Spanish language knowledge scores, the children in this sample still performed below, albeit closer to, age level. The home language and literacy environments were significantly related to and predicted child language status at 24 and 36 months. The article discusses the implications of these findings with regard to the focus of early intervention efforts. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01