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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...12 Hits 1 – 20 of 228 1 Dual Language Learners in Transition from Home to School: The Role of Parental Attitudes and Home Language Practices in Bilingual Development Surrain, Sarah Huckabay. - 2021 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. Keyword: Bilingualism; Developmental psychology; Dual language learners; Early childhood education; Home language environment; Language attitudes; Language development; Parent beliefs; Sociolinguistics URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37368287 BASE Hide details 2 Understanding the Role of the Home Environment in Chinese Preschoolers’ Language Development Wei, Ran. - 2021 BASE Show details 3 Beginning to read in Vietnamese: kindergarten precursors to first grade fluency and reading comprehension [<Journal>] Pham, Giang T. [Verfasser]; Snow, Catherine E. [Verfasser] DNB Subject Category Language Show details 4 From Indigenous Elders’ Stories to a Critical Thinking Curriculum: a Discussion-Based Literacy Intervention Using Indigenous Students’ Cultural Narratives Nyeu, Maung Ting. - 2020 BASE Show details 5 Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? Taylor, Karen S; Lawrence, Joshua F; Connor, Carol M... In: Taylor, Karen S; Lawrence, Joshua F; Connor, Carol M; & Snow, Catherine E. (2019). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?. Reading and Writing, 32(4), 983 - 1007. doi:10.1007/s11145-018-9898-6. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/6414z5pr (2019) BASE Show details 6 Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? Taylor, Karen S; Lawrence, Joshua F; Connor, Carol M... In: READING AND WRITING, vol 32, iss 4 (2019) BASE Show details 7 Identifying Developmental Language Disorder in Vietnamese Children Pham, Giang T.; Pruitt-Lord, Sonja; Snow, Catherine E.. - : American Speech-Language-Hearing Association, 2019 BASE Show details 8 Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? [<Journal>] Snow, Catherine E. [Sonstige]; Taylor, Karen S. [Verfasser]; Connor, Carol M. [Sonstige]. DNB Subject Category Language Show details 9 What teachers need to know about language Adger, Carolyn Temple (Herausgeber); Snow, Catherine E. (Herausgeber); Christian, Donna (Herausgeber). - Bristol : Multilingual Matters, 2018 UB Frankfurt Linguistik Show details 10 Navigating Across Communicative Contexts: Exploring Writing Proficiency in Adolescent and Adult EFL Learners Qin, Wenjuan. - 2018 BASE Show details 11 Motivation and engagement in language and literacy development Snow, Catherine E. In: Developmental perspectives in written language and literacy (Amsterdam, 2017), p. 137-148 MPI für Psycholinguistik Show details 12 Teacher Implementation of an Adolescent Reading Intervention Troyer, Margaret. - 2017 BASE Show details 13 Promoting Argumentation Skills in Urban Middle Schools: Studies of Teachers and Students Using a Debate-Based Social Studies Curriculum Duhaylongsod, Leslie J.. - 2016 BASE Show details 14 The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners Phillips Galloway, Emily. - 2016 BASE Show details 15 Input to interaction to instruction: three key shifts in the history of child language research SNOW, CATHERINE E. In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 41 (2014), 117-123 OLC Linguistik Show details 16 Generating Vocabulary Knowledge for At-Risk Middle School Readers: Contrasting Program Effects and Growth Trajectories Lawrence, Joshua Fahey; Rolland, Rebecca G; Branum-Martin, Lee... In: Lawrence, Joshua Fahey; Rolland, Rebecca G; Branum-Martin, Lee; & Snow, Catherine E. (2014). Generating Vocabulary Knowledge for At-Risk Middle School Readers: Contrasting Program Effects and Growth Trajectories. Journal of Education for Students Placed at Risk, 19(2). UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/0m9407cw (2014) BASE Show details 17 The development of language Menn, Lise; Schick, Adina R.; Zukowski, Andrea. - Boston, Mass. [u.a.] : Pearson, 2013 BLLDB UB Frankfurt Linguistik Show details 18 Mother-child talk during joint book reading in low-income American and Taiwanese families Snow, Catherine E.; Chang, Chien-Ju; Luo, Ya-Hui In: First language. - London [u.a.] : SAGE Publ. 32 (2012) 4, 494-511 BLLDB OLC Linguistik Show details 19 Language proficiency, home-language status, and English vocabulary development: a longitudinal follow-up of the Word Generation program Branum-Martin, Lee; White, Claire E.; Snow, Catherine E.... In: Bilingualism. - Cambridge : Univ. Press 15 (2012) 3, 437-451 BLLDB OLC Linguistik Show details 20 Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program Lawrence, Joshua Fahey; Capotosto, Lauren; Branum-Martin, Lee... In: Lawrence, Joshua Fahey; Capotosto, Lauren; Branum-Martin, Lee; White, Claire; & Snow, Catherine E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(3). UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/53f6m0c8 (2012) BASE Show details Page: 1 2 3 4 5...12

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