Attachment Relationships as Predictors of Language Skills for At-Risk Bilingual Preschool Children

Autor/inn/en	Oades-Sese, Geraldine V.; Li, Yibling
Titel	Attachment Relationships as Predictors of Language Skills for At-Risk Bilingual Preschool Children
Quelle	In: Psychology in the Schools, 48 (2011) 7, S.707-722 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20583
Schlagwörter	Low Income; Oral Language; Economically Disadvantaged; Preschool Children; Attachment Behavior; Language Skills; Hispanic Americans; English (Second Language); Second Language Learning; Bilingualism; Teacher Student Relationship; Resilience (Psychology); Acculturation; Parent Child Relationship; School Districts; Correlation + Suchen Sie Ihr Suchwort? Niedriglohn; Oral interpretation; Mündlicher Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Attachment; Bindungsverhalten; Language skill; Sprachkompetenz; Hispanic; Hispanoamerikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingualismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Akkulturation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; School district; Schulbezirk; Korrelation
Abstract	Parental attachment and close teacher-child relationships offer a protective mechanism to promote language development among bilingual preschool children from economically disadvantaged backgrounds. Research has shown that language skills are an integral part of resilience for young children. This is the first study to examine parental acculturation, parent-child attachment, and teacher-child relationships as predictors of English and Spanish oral language skills. Participants consisted of 468 Hispanic American preschool children, aged 3 to 5 years, from low-income families of an urban public school district in the Northeast. Findings suggest that children's relationships with parents and teachers significantly contribute to their bilingual language skills. Higher quality teacher-child relationships were associated with higher levels of language skills over and above quality parental attachments. The implications of the findings are discussed. (Contains 4 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10