Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start

Autor/inn/en	Williams, Aya Inamori; Uchikoshi, Yuuko; Bunge, Silvia A.; Zhou, Qing
Titel	Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start
Quelle	In: Early Education and Development, 30 (2019) 3, S.357-374 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Aya Inamori) ORCID (Zhou, Qing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1544812
Schlagwörter	Bilingual Students; Disadvantaged Youth; Receptive Language; Expressive Language; Language Tests; Vocabulary Development; Spanish Speaking; Mexican Americans; Chinese; Chinese Americans; English (Second Language); Second Language Learning; Native Language; Language Proficiency; Executive Function; Immigrants; Correlation; Preschool Children; Socioeconomic Status; Task Analysis; Inhibition; Attention Control; Language Role; Cognitive Tests; Student Characteristics + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Rezeptive Kommunikationsfähigkeit; Language test; Sprachtest; Wortschatzarbeit; Hispanoamerikaner; China; Chinesen; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; USA; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Immigrant; Immigrantin; Immigranten; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Aufgabenanalyse; Hemmung; Aufmerksamkeitstest; Kognitiver Fähigkeitstest
Abstract	This study examined the concurrent relations of English (EL) and heritage language (HL) proficiency to executive functions (EF) among low-income dual language learners (DLLs) from immigrant families. In a sample of 90 children (age = 38-70 months) from Chinese-speaking Chinese American and Spanish-speaking Mexican American families recruited from Head Start preschools, children's EL and HL proficiency was assessed using receptive and expressive vocabulary tests, and EF was assessed using behavioral tasks measuring response inhibition and attention shifting. Multiple regressions were conducted to test the unique and interactive relations of EL and HL vocabulary to EF, controlling for family socioeconomic status and other demographic characteristics. Higher EL and higher HL vocabulary were uniquely associated with higher attention shifting. By contrast, neither EL nor HL vocabulary was uniquely associated with response inhibition. Interaction effects of EL × HL in relation to EF were also found. The results provided some evidence for the dual benefits of EL and HL proficiency on EF (especially attention shifting) among DLLs from low-income, immigrant families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01