The Nature of Spanish versus English Language Use at Home

Autor/inn/en	Branum-Martin, Lee; Mehta, Paras D.; Carlson, Coleen D.; Francis, David J.; Goldenberg, Claude
Titel	The Nature of Spanish versus English Language Use at Home
Quelle	In: Journal of Educational Psychology, 106 (2014) 1, S.181-199 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0033931
Schlagwörter	Language Usage; Family Environment; English; Spanish Speaking; Language Acquisition; Language Skills; Kindergarten; Learning Activities; Young Children; Reading Skills; Emergent Literacy; Family Influence; Bilingualism; Environmental Influences; Context Effect; Social Influences; Hispanic American Students; Longitudinal Studies; Surveys; Parents; Family Characteristics; Student Characteristics; Family Structure; Socioeconomic Influences; California; Texas; Woodcock Language Proficiency Battery + Suchen Sie Ihr Suchwort? Sprachgebrauch; Familienmilieu; English language; Englisch; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Lernaktivität; Frühe Kindheit; Reading skill; Lesefertigkeit; Frühleseunterricht; Bilingualismus; Environmental influence; Umwelteinfluss; Sozialer Einfluss; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Eltern; Familienkonstellation; Familiensystem; Sozioökonomischer Faktor; Kalifornien
Abstract	Home language experiences are important for children's development of language and literacy. However, the home language context is complex, especially for Spanish-speaking children in the United States. A child's use of Spanish or English likely ranges along a continuum, influenced by preferences of particular people involved, such as parents, siblings, or friends. Moreover, there are likely differences across social contexts represented by the classroom--teachers, educational programs, and economic situations--which could be important to understand. The current article tests confirmatory empirical models for Spanish versus English language use in the homes of 1,115 Spanish-speaking children and how this use relates to home learning activities and kindergarten children's language and literacy skills. The results show that although overall balance of family language use relates to home language and literacy activities as well as children's kindergarten language and literacy skills, language use by individual family members is also related to some home learning activities and children's skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11