Language Growth Trajectories: Does Immigrant Generation Status Moderate Linguistic Interdependence?

Autor/inn/en	Leider, Christine M.; Proctor, C. Patrick; Silverman, Rebecca D.
Titel	Language Growth Trajectories: Does Immigrant Generation Status Moderate Linguistic Interdependence?
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 5, S.605-621 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leider, Christine M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1500998
Schlagwörter	Longitudinal Studies; Immigrants; Spanish; English (Second Language); Second Language Learning; Hispanic American Students; Elementary School Students; Grade 2; Grade 4; Vocabulary Development; Morphology (Languages); Syntax; Semantics; Prediction; Transfer of Training; Age Groups; Metalinguistics; Comparative Analysis; Language Proficiency; Linguistic Theory; Correlation; Bilingualism; Language Tests; Surveys; Clinical Evaluation of Language Fundamentals; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Immigrant; Immigrantin; Immigranten; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Wortschatzarbeit; Morphology; Morphologie; Semantik; Vorhersage; Training; Transfer; Ausbildung; Age grop; Altersgruppe; Metalanguage; Metasprache; Language skill; Language skills; Sprachkompetenz; Linguistische Theorie; Korrelation; Bilingualismus; Language test; Sprachtest; Survey; Umfrage; Befragung
Abstract	This two-year longitudinal study examined the role of linguistic interdependence between Spanish and English among a group of first, second, and third generation immigrant Spanish-English bilingual children. Starting from a theoretical perspective on linguistic interdependence that takes into account linguistic constructs and their measurement, the study reports on the English developmental trajectories of 112 Latinx bilinguals in second, third, and fourth grade. Multilevel growth modeling was used to develop trajectories for English vocabulary, morphology, syntax, and semantics and assess the degree to which they were predicted by initial levels of Spanish vocabulary and Spanish syntax. Findings showed that Spanish syntax was a significant predictor for English intercepts for both syntax and morphology. These cross-linguistic effects were moderated by generation status such that the effect of Spanish syntax on English morphology and syntax was, in fact, negative for first-generation students, while positive for second and third generation students. The finding that more metalinguistically focused constructs (syntax and morphology) are robust to cross-linguistic association is consistent with current theories on linguistic interdependence. Because the groups were comparable on Spanish syntax performance, the effect of generation status has some implications for levels of English proficiency necessary in order for linguistic interdependence to manifest. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01