scholarly journals Socioeconomic level and bilinguals’ performance on language and cognitive measures

2015 ◽  
Vol 19 (5) ◽  
pp. 1057-1078 ◽  
Author(s):  
VIRGINIA C. MUELLER GATHERCOLE ◽  
IVAN KENNEDY ◽  
ENLLI MÔN THOMAS
Keyword(s):  
Parental Education ◽  
Age Groups ◽  
Minority Language ◽  
Home Language ◽  
Bilingual Children ◽  
Socioeconomic Level ◽  
Cognitive Measures ◽  
Complex Relation ◽  
At Home

The performance of bilingual children and adults in Wales on Welsh and English vocabulary and grammar and on cognitive measures is re-analysed in relation to SES indicators of parental education and parental professions. Results are reported for 732 participants ranging across seven age groups from age 3 to over 60 and from four home language types, monolingual English, and bilinguals with only English at home, Welsh and English at home, or only Welsh at home. Results reveal extensive evidence of SES influence on performance, and of a complex relation of exposure in the home and SES level on performance, modulated by the age of the participant and whether one is considering the majority or minority language.

scholarly journals Language activities in a minority–majority language context: book-reading at home is more important for Frisian than for Dutch

2019 ◽  
Vol 47 (2) ◽  
pp. 289-308 ◽  
Author(s):  
Evelyn BOSMA ◽  
Elma BLOM
Keyword(s):  
Language Acquisition ◽  
Minority Language ◽  
Book Reading ◽  
Bilingual Children ◽  
Specific Language ◽  
Language Context ◽  
Watching Tv ◽  
Reading Activities ◽  
Reading At Home ◽  
At Home

AbstractPrevious research has shown that in a minority–majority language context, the quantity of language input at home is more important for the development of the minority language than for the development of the majority language. In the current study, we examined whether the same holds true for the frequency of specific language activities at home. In a group of five- and six-year-old Frisian–Dutch bilingual children (n = 120), we investigated to what extent vocabulary and morphology knowledge were predicted by reading activities, watching TV, and story-telling activities in both languages. The results showed that reading in Frisian predicted both Frisian vocabulary and morphology, while reading in Dutch only predicted Dutch vocabulary. This shows that reading at home is most important for the development of the minority language. This especially holds true for the acquisition of Frisian morphology, a domain that is known to be vulnerable in language acquisition.

Effects of home language input on the vocabulary knowledge of sequential bilingual children

2018 ◽  
Vol 22 (5) ◽  
pp. 986-1004 ◽  
Author(s):  
SHIRLEY CHEUNG ◽  
PUI FONG KAN ◽  
ELLIE WINICOUR ◽  
JERRY YANG
Keyword(s):  
Family Involvement ◽  
Family Members ◽  
Vocabulary Knowledge ◽  
Home Language ◽  
Book Reading ◽  
Bilingual Children ◽  
Vocabulary Skills ◽  
L1 And L2 ◽  
Older Siblings ◽  
At Home

The current study examined whether the vocabulary skills of sequential bilingual children who learned Cantonese as a home language (L1) and English as a second language (L2) were predicted by the amount of L1 and L2 used at home. Ninety-two preschool children who learned Cantonese as L1 were recruited from a Head Start program. The amounts of L1 and L2 used at home were measured using parent questionnaires. Mixed patterns of L1 and L2 use were found across family members and home activities. After controlling for time spent in preschool, regression analyses showed that the amount of L1 and L2 used by individual family members, with the exception of older siblings, was not significantly linked to children's vocabulary skills. In contrast, the language used during some home activities such as dinner and book reading significantly predicted children's vocabulary knowledge. Implications for family involvement in facilitating children's vocabulary development are discussed.

scholarly journals Nahuatl, selected vitality indicators and scales of vitality in an Indigenous language community in Mexico

2021 ◽  
Vol 7 (1) ◽  
pp. 166-180
Author(s):  
Grace A. Gomashie ◽  
Roland Terborg
Keyword(s):  
Language Use ◽  
Language Maintenance ◽  
Age Groups ◽  
Home Language ◽  
Linguistic Knowledge ◽  
Indigenous Language ◽  
Language Community ◽  
Language Endangerment ◽  
At Home ◽  
Language Transmission

Abstract Scales or measurements of vitality propose various factors to assess the degree of endangerment of a language. Using these measurements offers important insights into the maintenance of a language and identifies the areas in need of support. The current study employed seven scales to assess the vitality of Nahuatl in the language community of Puebla, Mexico. Data on the selected vitality indicators, absolute speaker population, and intergenerational language transmission were collected through questionnaires on linguistic knowledge and home language use. Results showed that five out of the seven scales characterized Nahuatl as not at an immediate risk of endangerment as it had speakers in all age groups and was spoken at home by them. However, there was need for more emphasis on transmitting Nahuatl to the younger generations who made up the majority of the non-Nahuatl speaker population and were more likely to use Spanish than Nahuatl. The approach taken by this study will be of value when assessing other communities facing language endangerment and seeking language maintenance and revitalization.

Age and input effects in the acquisition of mood in Heritage Portuguese

2016 ◽  
Vol 44 (4) ◽  
pp. 795-828 ◽  
Author(s):  
CRISTINA FLORES ◽  
ANA LÚCIA SANTOS ◽  
ALICE JESUS ◽  
RUI MARQUES
Keyword(s):  
Old Age ◽  
Heritage Language ◽  
Minority Language ◽  
Bilingual Children ◽  
Production Task ◽  
European Portuguese ◽  
Complement Clauses ◽  
Effect Of Age ◽  
Mood Choice ◽  
At Home

AbstractThe present study analyzes the effect of age and amount of input in the acquisition of European Portuguese as a heritage language. An elicited production task centred on mood choice in complement clauses was applied to a group of fifty bilingual children (six- to sixteen-year-olds) who are acquiring Portuguese as a minority language in a German dominant environment. The results show a significant effect of the age at testing and the amount of input in the acquisition of the subjunctive. In general, acquisition is delayed with respect to monolinguals, even though higher convergence with the monolingual grammar is observed after twelve years of age. Results also reveal that children with more exposure to the heritage language at home show faster acquisition than children from mixed households: the eight- to nine-year-old age boundary seems relevant for those speakers with more exposure, and the twelve- to thirteen-year-old age boundary for those with less exposure.

Parental language input patterns and children's bilingual use

2007 ◽  
Vol 28 (3) ◽  
pp. 411-424 ◽  
Author(s):  
ANNICK DE HOUWER
Keyword(s):  
Language Use ◽  
Minority Language ◽  
Home Language ◽  
Questionnaire Data ◽  
Input Condition ◽  
Language Input ◽  
The One ◽  
High Chance ◽  
At Home

This article reports on a study that addresses the following question: why do some children exposed to two languages from early on fail to speak those two languages? Questionnaire data were collected in 1,899 families in which at least one of the parents spoke a language other than the majority language. Each questionnaire asked about the home language use of a family consisting of at least one parent and one child between the ages of 6 and 10 years old. The results show that the children in these families all spoke the majority language, but that minority language use was not universal. Differences in parental language input patterns used at home correlated with differences in child minority language use. Home input patterns where both parents used the minority language and where at most one parent spoke the majority language had a high chance of success. The “one parent–one language” strategy did not provide a necessary nor sufficient input condition. Implications for bilingual families are discussed.

Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes

2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  
Keyword(s):  
High Stress ◽  
Social Validity ◽  
Home Language ◽  
Single Subject ◽  
Considerable Difficulty ◽  
Home Program ◽  
Iterative Development ◽  
Vocabulary Skills ◽  
Validity Measures ◽  
At Home

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.

scholarly journals How (not) to cross a boundary: Crosslinguistic influence in simultaneous bilingual children's event construal

2021 ◽  
pp. 1-13
Author(s):  
Helen Engemann
Keyword(s):  
Production Process ◽  
Age Groups ◽  
Boundary Crossing ◽  
Bilingual Children ◽  
Activation Patterns ◽  
Motion Event ◽  
Co Activation ◽  
Crosslinguistic Influence ◽  
Event Construal ◽  
Two Age Groups

Abstract Simultaneous bilingual children sometimes display crosslinguistic influence (CLI), widely attested in the domain of morphosyntax. It remains less clear whether CLI affects bilinguals’ event construal, what motivates its occurrence and directionality, and how developmentally persistent it is. The present study tested predictions generated by the structural overlap hypothesis and the co-activation account in the motion event domain. 96 English–French bilingual children of two age groups and 96 age-matched monolingual English and French controls were asked to describe animated videos displaying voluntary motion events. Semantic encoding in main verbs showed bidirectional CLI. Unidirectional CLI affected French path encoding in the verbal periphery and was predicted by the presence of boundary-crossing, despite the absence of structural overlap. Furthermore, CLI increased developmentally in the French data. It is argued that these findings reflect highly dynamic co-activation patterns sensitive to the requirements of the task and to language-specific challenges in the online production process.

scholarly journals Assessing the Relationships Between COVID-19 Stay-at-Home Orders and Opioid Overdoses in the State of Pennsylvania

2021 ◽  
pp. 002204262110063
Author(s):  
Brian King ◽  
Ruchi Patel ◽  
Andrea Rishworth
Keyword(s):  
Age Groups ◽  
The United States ◽  
Opioid Use Disorder ◽  
Opioid Overdose ◽  
Policy Recommendations ◽  
Opioid Use ◽  
Fentanyl Analogs ◽  
Measure Change ◽  
Using Data ◽  
At Home

COVID-19 is compounding opioid use disorder throughout the United States. While recent commentaries provide useful policy recommendations, few studies examine the intersection of COVID-19 policy responses and patterns of opioid overdose. We examine opioid overdoses prior to and following the Pennsylvania stay-at-home order implemented on April 1, 2020. Using data from the Pennsylvania Overdose Information Network, we measure change in monthly incidents of opioid-related overdose pre- versus post-April 1, and the significance of change by gender, age, race, drug class, and naloxone doses administered. Findings demonstrate statistically significant increases in overdose incidents among both men and women, White and Black groups, and several age groups, most notably the 30–39 and 40–49 ranges, following April 1. Significant increases were observed for overdoses involving heroin, fentanyl, fentanyl analogs or other synthetic opioids, pharmaceutical opioids, and carfentanil. The study emphasizes the need for opioid use to be addressed alongside efforts to mitigate and manage COVID-19 infection.

scholarly journals Quit Experiences among Primary Care Patients Enrolled in a Smoking Cessation Pilot RCT Early in the COVID-19 Pandemic

2021 ◽  
Vol 18 (3) ◽  
pp. 1011
Author(s):  
Andrea A. Joyce ◽  
Grace M. Styklunas ◽  
Nancy A. Rigotti ◽  
Jordan M. Neil ◽  
Elyse R. Park ◽  
...  
Keyword(s):  
Primary Care ◽  
Text Messaging ◽  
Risk Perceptions ◽  
Environmental Changes ◽  
Age Groups ◽  
Text Messages ◽  
Increased Risk ◽  
Primary Care Patients ◽  
The Impact ◽  
At Home

The impact of the COVID-19 pandemic on US adults’ smoking and quitting behaviors is unclear. We explored the impact of COVID-19 on smoking behaviors, risk perceptions, and reactions to text messages during a statewide stay-at-home advisory among primary care patients who were trying to quit. From May–June 2020, we interviewed smokers enrolled in a 12-week, pilot cessation trial providing text messaging and mailed nicotine replacement medication (NCT04020718). Twenty-two individuals (82% white, mean age 55 years), representing 88% of trial participants during the stay-at-home advisory, completed exit interviews; four (18%) of them reported abstinence. Interviews were thematically analyzed by two coders. COVID-19-induced environmental changes had mixed effects, facilitating quitting for some and impeding quitting for others. While stress increased for many, those who quit found ways to cope with stress. Generally, participants felt at risk for COVID-19 complications but not at increased risk of becoming infected. Reactions to COVID-19 and quitting behaviors differed across age groups, older participants reported difficulties coping with isolation (e.g., feeling disappointed when a text message came from the study and not a live person). Findings suggest that cessation interventions addressing stress and boredom are needed during COVID-19, while smokers experiencing isolation may benefit from live-person supports.

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