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Dual Language Learners in Transition from Home to School: The Role of Parental Attitudes and Home Language Practices in Bilingual Development
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Abstract:
The language skills that children acquire in early childhood are essential for social relationships and school learning. For the large and growing number of children in the United States who are learning a minority language at home (dual language learners, or DLLs), developing and maintaining skills in the minority language alongside English can enhance family relationships, school outcomes, and emotional wellbeing. Yet many DLLs experience interrupted acquisition of their minority language after beginning formal schooling, raising questions about the contextual factors that promote (or inhibit) DLLs’ minority language development. In this three-study dissertation I examine the role of parental attitudes and home language practices in DLLs’ bilingual development. Study 1 proposes an ecological model of bilingual development and tests hypothesized relations between the larger social context, parental attitudes toward bilingualism, and home language practices using survey data linked with U.S. Census estimates of local language diversity. Study 2 uses in-depth qualitative interviews with 14 Spanish-speaking mothers of preschoolers to gain a deeper understanding of how parents perceive the importance of their child’s bilingualism. Study 3 draws on home-based observations of 35 Spanish-speaking parent-child dyads to examine changes in home language practices and parental attitudes spanning children’s preschool entry. It also investigates associations between features of parent input and child language skills. Together, these three studies contribute to our theoretical understanding of bilingual development and hold implications for practices to optimally support DLLs’ minority language development during the transition to preschool.
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Keyword:
Bilingualism; Developmental psychology; Dual language learners; Early childhood education; Home language environment; Language attitudes; Language development; Parent beliefs; Sociolinguistics
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URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37368287
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Home language at school: Crosslinguistic sentence integration supports second language comprehension of oral and written school-based discourse
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What Have We Learned About Bilingualism? Regarding Nichols et al. (2020)
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Distinguishing Difficulty From Disability: Next Steps in Improving the Identification of Reading Disabilities in English Learners
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Brain changes associated with language development and learning: A primer on methodology and applications
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The case for measuring and reporting bilingualism in developmental research
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Early Behavioral and Environmental Predictors of Language Skills in Infants at High and Low Risk for Autism Spectrum Disorder
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The Case for Measuring and Reporting Bilingualism in Developmental Research
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Language and Cognitive Control Networks in Bilinguals and Monolinguals
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Identifying Predictors of Academic Writing in English as a Foreign Language: A Study on Early Adolescents in Korea and China
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Describing bilinguals: A systematic review of labels and descriptions used in the literature between 2005–2015
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More Than Just Symbols: Mental and Neural Representations Related to Symbolic Number Processing in Mathematics
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Executive control in bilinguals: A concise review on fMRI studies.
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A meta-analysis of functional reading systems in typically developing and struggling readers across different alphabetic languages
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Neural Precursors of Language in Infants at High Risk for Autism Spectrum Disorder
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Brain network activity in monolingual and bilingual older adults
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The effect of lifelong bilingualism on regional grey and white matter volume
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A meta-analysis of functional reading systems in typically developing and struggling readers across different alphabetic languages
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