The Role of Foreign Domestic Helpers in Hong Kong Chinese Children's English and Chinese Skills: A Longitudinal Study

Autor/inn/en	Dulay, Katrina May; Tong, Xiuhong; McBride, Catherine
Titel	The Role of Foreign Domestic Helpers in Hong Kong Chinese Children's English and Chinese Skills: A Longitudinal Study
Quelle	In: Language Learning, 67 (2017) 2, S.321-347 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12222
Schlagwörter	Foreign Nationals; Housework; Caregivers; Caregiver Child Relationship; Chinese; Vocabulary Development; Sino Tibetan Languages; English (Second Language); Native Speakers; Second Language Learning; Bilingualism; Longitudinal Studies; Orthographic Symbols; Literacy; Hierarchical Linear Modeling; Role; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Ausländer; Ausländerin; Hausarbeit; Caregiver; Carer; Betreuungsperson; Pfleger; China; Chinesen; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Muttersprachler; Zweitsprachenerwerb; Bilingualismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Alphabetisierung; Schreib- und Lesefähigkeit; Rollen; Ausland; Hongkong
Abstract	We investigated the influence of nonparental caregivers, such as foreign domestic helpers (FDH), on the home language spoken to the child and its implications for vocabulary and word reading development in Cantonese- and English-speaking bilingual children. Using data collected from ages 5 to 9, we analyzed Chinese vocabulary, Chinese character recognition, English vocabulary, and English word reading among 194 native Cantonese-speaking children in Hong Kong with English-speaking FDHs (n = 46), children with Cantonese-speaking FDHs (n = 32), and children with no FDHs who were spoken to in Cantonese (n = 116). Multilevel modeling results showed potential advantages in initial English vocabulary and disadvantages in initial Chinese character recognition among children in the English-speaking FDH group, with no evidence for compounding or diminished costs or benefits over time. Results are discussed in relation to both theoretical and practical aspects of home language and literacy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01