Changes in Language Usage of Puerto Rican Mothers and Their Children: Do Gender and Timing of Exposure to English Matter?

Autor/inn/en	Hammer, Carol Scheffner; Lawrence, Frank; Rodriguez, Barbara; Davison, Megan Dunn; Miccio, Adele W.
Titel	Changes in Language Usage of Puerto Rican Mothers and Their Children: Do Gender and Timing of Exposure to English Matter?
Quelle	In: Applied Psycholinguistics, 32 (2011) 2, S.275-297 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S014271641000041X
Schlagwörter	Language Usage; Mothers; Puerto Ricans; Longitudinal Studies; Preschool Children; English (Second Language); Second Language Learning; Gender Differences; Prior Learning; Spanish; Acculturation; Parent Child Relationship; Disadvantaged Youth; Grade 1; Kindergarten + Suchen Sie Ihr Suchwort? Sprachgebrauch; Mother; Mutter; Puerto Rican; Puerto-Ricaner; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Geschlechterkonflikt; Vorkenntnisse; Spanisch; Akkulturation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Benachteiligter Jugendlicher; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	This longitudinal study investigated changes in reported language usage between Puerto Rican mothers and their preschoolers over a 4-year period. It also examined whether differences in language usage occurred depending on the timing of children's exposure to English and children's gender. Seventy-six mothers reported the languages they and their children used when talking to each other during 2 years in Head Start, kindergarten, and first grade. Mothers of children who were exposed to Spanish and English prior to preschool entry reported using more English to their children than mothers of children who were not exposed to English until after preschool entry. The language usage of the children followed the same patterns as their mothers. The difference between the groups was maintained over the 4 years, although both groups increased their English usage. A gender effect was observed. Mothers of girls were five times more likely to use "More or All Spanish" than mothers of sons. In addition, girls who were exposed to Spanish only prior to preschool entry were six times more likely to speak to their mothers in "More or All Spanish" than other participating children. The bidimensional model of acculturation is used to present and interpret the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10