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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Defining Bilingualism during Infancy and Toddlerhood: A Scoping Review ...
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Development of the Morphological Awareness Task for Singapore: a preregistration protocol ...
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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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The Adaptive, Social, Communication, and Cognitive Skills of Monolingual and Bilingual Toddlers with Autism
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In: Graduate Theses and Dissertations (2021)
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What do children think of their own bilingualism? Exploring bilingual children's attitudes and perceptions
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The effect of bilingualism on Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour, ADHD symptoms, and executive functions in a general primary school population ...
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Becoming a Mexican American in the U.S. South: Autobiographical Narrative of Liberation
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In: Electronic Theses and Dissertations (2020)
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Recognizing and leveraging the bilingual meaning-making potential of young people aged six to eight years old in one Australian classroom
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Probability of heritage language use at a supportive early childhood setting in Australia
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Από τις γλωσσικές πρακτικές στη γλωσσική πολιτική: Η περίπτωση ελληνικών και μεικτών ελληνικών οικογενειών στη Μ. Βρετανία ...
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Attentional Fluctuations, Cognitive Flexibility, and Bilingualism in Kindergarteners
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In: Behavioral Sciences ; Volume 9 ; Issue 5 (2019)
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Effects of a Spanish Phonological Awareness Intervention on Latino Preschoolers' Dual Language Emergent Literacy Skills
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In: Graduate Theses and Dissertations (2019)
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The effect of bilingualism on Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour, ADHD symptoms, and executive functions in a general primary school population
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The Pomeranian child in early childhood education: can I speak my language here? ; A criança pomerana na educação infantil: posso falar minha língua aqui?
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In: Educação; Educação, v. 44, 2019 – Publicação contínua; e6/ 1-19 ; 1984-6444 (2019)
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"She did say it to me!": English as a lingua franca in a Viennese kindergarten
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Early years’ provision for young children in Wales: history, challenges, and the Welsh language
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In: Teanga: The Journal of the Irish Association for Applied Linguistics, Vol 10 (2019) (2019)
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