Home Literacy Practices That Support Language and Literacy Development in Bilingual Children: A Longitudinal Case Study

Autor/in	Dolean, Dacian Dorin
Titel	Home Literacy Practices That Support Language and Literacy Development in Bilingual Children: A Longitudinal Case Study
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 7, S.2621-2635 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dolean, Dacian Dorin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1943304
Schlagwörter	Bilingualism; Native Language; Second Language Learning; Family Environment; Parent Child Relationship; Vocabulary Development; Immigrants; English (Second Language); Standardized Tests; Reading Tests; Longitudinal Studies; Reading Comprehension; Romance Languages; Literacy; Socioeconomic Status; Foreign Countries; Correlation; Academic Achievement; Elementary Secondary Education; Preschool Children; United States; Romania + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Wortschatzarbeit; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Standadised tests; Standardisierter Test; Lesetest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseverstehen; Romanische Sprache; Alphabetisierung; Schreib- und Lesefähigkeit; Socio-economic status; Sozioökonomischer Status; Ausland; Korrelation; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; USA; Rumänien
Abstract	In the past few decades, literature has consistently suggested that bilingual children are at risk for academic failure due to their limited language skills. However, many of these studies included underprivileged bilingual children, and few of them attempted to disentangle the effects of bilingualism from the effects of socio-economic status. Critically, it is not clear how the language and literacy skills of bilingual children develop when they benefit from home support. This paper presents the case study of a child who emigrated from Romania to the United States at the age of 4.8 and enrolled in preschool with no prior knowledge of English. With support from his family, by the end of the 4th grade, his English vocabulary was 2.5 standard deviations above national norms (11th grade level equivalent), and all other standardized language and reading comprehension measures placed him between the 82nd and the 99th percentile. This study suggests that the socio-economic status (in general) and the home language and literacy environment (in particular) has the potential to play an important role in the language and literacy development of bilingual children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01