Are We All Speaking the Same Language? Exploring Language Interactions in the Homes of Young Latino DLLs Living in the U.S.

Autor/inn/en	López, Lisa M.; Komaroff, Eugene; Scheffner Hammer, Carol; Rodriguez, Barbara; Scarpino, Shelley; Bitetti, Dana; Goldstein, Brian
Titel	Are We All Speaking the Same Language? Exploring Language Interactions in the Homes of Young Latino DLLs Living in the U.S.
Quelle	In: Early Education and Development, 31 (2020) 8, S.1247-1263 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (López, Lisa M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1718473
Schlagwörter	Hispanic American Students; Hispanic Americans; Parents; Language Usage; Family Environment; Interaction; Spanish Speaking; Parent Influence; Language Fluency; English (Second Language); Mothers; Fathers; Preferences; Bilingualism; Second Language Learning; Familiarity; Cubans; Mexican Americans; Puerto Ricans; Young Children; Early Childhood Education + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Eltern; Sprachgebrauch; Familienmilieu; Interaktion; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Mother; Mutter; Bilingualismus; Zweitsprachenerwerb; Kubaner; Puerto Rican; Puerto-Ricaner; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Research Findings: The Latino population within the U.S. is heterogeneous with diversity in education level, country of origin, and English language fluency. Latino children often enter school with limited English language skills. In the current study, we surveyed 448 Latino families of Cuban, Mexican, and Puerto Rican descent regarding their home language use providing an in-depth look at the language interactions within Latino families residing in the U.S. Adults were matched on the language used with each other and with the target child. Six main findings are reported: (1) Mother-father language matched in 94% of the homes. Frequency distributions and cross-tab analysis identified Spanish as the primary language spoken in 56% of the homes, (2) Children and parents matched in language spoken in less than 21% of the homes, (3) Fathers play an important role in language use at home, (4) Approximately half of the mothers report no English fluency, (5) Latino children prefer to speak English at home, and (6) Maternal English fluency is related to overall language use. Practice or Policy: Early Childhood professionals should carefully structure language experiences in the classroom to aid the language acquisition of DLLs while promoting bilingualism. In addition, programs must take into consideration language spoken at home when establishing communication with the families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01