Profiles of Minority-Majority Language Proficiency in 5-Year-Olds

Autor/inn/en	Hoff, Erika; Tulloch, Michelle K.; Core, Cynthia
Titel	Profiles of Minority-Majority Language Proficiency in 5-Year-Olds
Quelle	In: Child Development, 92 (2021) 5, S.1801-1816 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hoff, Erika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13591
Schlagwörter	Language Minorities; Language Proficiency; Bilingualism; Second Language Learning; Language Acquisition; Profiles; Spanish; English (Second Language); Language Dominance; Family Environment; Mothers; Educational Attainment; Child Language; Language Aptitude; Phonology; Memory; Nonverbal Ability; Language Usage; Preschool Children; Native Language + Suchen Sie Ihr Suchwort? Sprachminderheit; Language skill; Language skills; Sprachkompetenz; Bilingualismus; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Charakterisierung; Profilanalyse; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachliche Dominanz; Familienmilieu; Mother; Mutter; Bildungsabschluss; Bildungsgut; 'Children''s language'; Kindersprache; Sprachbegabung; Spracheignung; Fonologie; Gedächtnis; Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Children from language minority homes reach school age with variable dual language skills. Cluster analysis identified four bilingual profiles among 126 U.S.-born, 5-year-old Spanish-English bilinguals. The profiles differed on two dimensions: language balance and total language knowledge. Balance varied primarily as a function of indicators of the relative quantity and the quality of their language exposure (amount of home exposure and maternal education in each language). Total language knowledge varied primarily as a function of indicators of children's language learning ability (phonological memory and nonverbal intelligence). English dominance was more prevalent than balanced bilingualism; there was no Spanish dominant profile, despite average Spanish dominance in home language use. There was no evidence of a tradeoff between English and Spanish skills. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01