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.

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.

The Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners

2011 ◽  
Vol 8 (2) ◽  
pp. 199-235
Author(s):  
Chan Lü ◽  
Keiko Koda
Keyword(s):  
Heritage Language ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Home Language ◽  
Language And Literacy ◽  
Literacy Support ◽  
Oral Vocabulary ◽  
Chinese Heritage Language ◽  
The Impact ◽  
At Home

Studies on monolingual children have shown that home language and literacy support is crucial in children's early literacy acquisition. However, such support has not been examined as thoroughly among bilingual children, including heritage speakers. This study investigated the effect of home language and literacy support on important precursors of literacy skills including oral vocabulary knowledge, phonological awareness, and decoding skill in English and Chinese, among a group of 37 Chinese heritage language (CHL) learners. Our results suggest that the use of Chinese at home supported children's language and literacy skills in Chinese, especially their oral vocabulary knowledge; support of learning Chinese at home did not hinder children's acquisition of literacy skills in English. Implications for parents and teachers of CHL learners in relation to their biliteracy learning are discussed.

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.

Fast mapping by bilingual preschool children

2008 ◽  
Vol 35 (3) ◽  
pp. 495-514 ◽  
Author(s):  
PUI FONG KAN ◽  
KATHRYN KOHNERT
Keyword(s):  
Preschool Children ◽  
Vocabulary Knowledge ◽  
Home Language ◽  
Typically Developing ◽  
Fast Mapping ◽  
Typically Developing Children ◽  
Word Forms ◽  
Cross Language ◽  
L2 Vocabulary ◽  
L1 And L2

ABSTRACTPrevious studies show that young monolingual children's ability to ‘fast map’ new word forms is closely associated with both their age and existing vocabulary knowledge. In this study we investigate potential relationships between age, fast mapping skills and existing vocabulary knowledge in both languages of developing bilingual preschool children. Participants were twenty-six typically developing children, ages 3 ; 0 to 5 ; 3. All children learned Hmong as their primary home language (L1) and English as a second language (L2). Fast mapping and vocabulary knowledge tasks were administered in L1 and L2. For vocabulary knowledge, scores were comparable in L1 and L2; for fast mapping, scores were somewhat greater in L1 than L2. In contrast to previous findings with monolingual children, fast mapping performance was not related to age or existing vocabulary knowledge in either Hmong or English. There were, however, significant positive and negative cross-language correlations between L1 fast mapping and L2 vocabulary.

scholarly journals The home language environment of monolingual and bilingual children and their language proficiency

2009 ◽  
Vol 31 (1) ◽  
pp. 117-140 ◽  
Author(s):  
ANNA F. SCHEELE ◽  
PAUL P. M. LESEMAN ◽  
AZIZA Y. MAYO
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Cognitive Abilities ◽  
Home Language ◽  
Bilingual Children ◽  
Strong Impact ◽  
Language Environment ◽  
Cross Language ◽  
L1 And L2 ◽  
Dutch Children

ABSTRACTThis study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch (n= 58) and bilingual immigrant Moroccan–Dutch (n= 46) and Turkish–Dutch (n= 55) 3-year-olds, speaking Tarifit-Berber, a nonscripted language, and Turkish as their first language (L1), respectively. Despite equal domain general cognitive abilities, Dutch children scored higher than the bilingual children on a L1 vocabulary test, and Moroccan–Dutch children had higher second language (L2) vocabulary skills compared to Turkish–Dutch children. Multigroup analyses revealed strong impact on both L1 and L2 skills of language specific input in literate and oral activities. Finally, indications were found of positive cross-language transfer from L1 to L2 as well as competition between L1 and L2 input.

scholarly journals REFLEKSI PEMBELAJARAN JARAK JAUH SELAMA MASA PANDEMI COVID-19 PADA MATA PELAJARAN BIOLOGI KELAS X DI SMA NEGERI 2 MEDAN TP. 2020/2021

2021 ◽  
Vol 4 (2) ◽  
pp. 296-301
Author(s):  
Jimmy Francius Simbolon
Keyword(s):  
Distance Learning ◽  
Environmental Conditions ◽  
Family Members ◽  
Descriptive Study ◽  
Learning Tools ◽  
Research Subjects ◽  
Research Instrument ◽  
Offline Learning ◽  
Older Siblings ◽  
At Home

This research is a descriptive study that aims to obtain reflections on distance learning during the Covid-19 pandemic in Class X biology subjects at SMA Negeri 2 Medan TP. 2020/2021. The research subjects were students of class X. The research instrument was a questionnaire given to students online in a google form format. The results showed that: Distance Learning (PJJ) in Biology subjects at SMA Negeri 2 Medan TP. 2020/2021 has been carried out well. Most students are not accompanied during PJJ because both parents/guardians work, do not understand the material and there are already other people accompanying them, namely older siblings, other family members, and tutors. Most of the students do not understand the lesson well. Students can use online and offline learning tools well which are supported by environmental conditions at home to improve concentration. Most students are ready to study back at school at the TP. 2021/2022.

Novel word retention in sequential bilingual children

2013 ◽  
Vol 41 (2) ◽  
pp. 416-438 ◽  
Author(s):  
PUI FONG KAN
Keyword(s):  
Retention Interval ◽  
Dynamic System ◽  
Vocabulary Development ◽  
Home Language ◽  
Bilingual Children ◽  
Fast Mapping ◽  
New Words ◽  
Word Retention ◽  
Language Knowledge ◽  
L1 And L2

ABSTRACTChildren's ability to learn and retain new words is fundamental to their vocabulary development. This study examined word retention in children learning a home language (L1) from birth and a second language (L2) in preschool settings. Participants were presented with sixteen novel words in L1 and in L2 and were tested for retention after either a 2-month or a 4-month delay. Results showed that children retained more words in L1 than in L2 for both of the retention interval conditions. In addition, children's word retention was associated with their existing language knowledge and their fast-mapping performance within and across language. The patterns of association, however, were different between L1 and L2. These findings suggest that children's word retention might be related to the interactions of various components that are operating within a dynamic system.

scholarly journals Stern, gwiazda or star: Screening receptive vocabulary skills across languages in monolingual and bilingual German–Polish or German–Turkish children using a tablet application

2018 ◽  
Vol 35 (1) ◽  
pp. 25-38
Author(s):  
Blanca Schaefer ◽  
Hanna Ehlert ◽  
Lisa Kemp ◽  
Kristina Hoesl ◽  
Verena Schrader ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Maternal Education ◽  
Receptive Vocabulary ◽  
Bilingual Children ◽  
Strong Correlations ◽  
Lexical Knowledge ◽  
Turkish Children ◽  
Vocabulary Skills ◽  
Polish Version ◽  
L1 And L2

There is a need to provide bilingual assessments and reference data to identify those who struggle to acquire their heritage language (L1) or the language spoken in the country of residence (L2). However, bilingual assessments and data are still sparse. Therefore, the aim was to use a tablet application to screen receptive vocabulary in different languages and discuss this data in the context of lexical acquisition theories. Forty-four monolingual German, 15 bilingual German–Polish and 21 German–Turkish-speaking children aged between 3;5 (3 years and 5 months) and 6;1 were assessed. All children completed the German version of the Receptive Vocabulary Screener (RVS), a tablet application testing 20 nouns and 20 verbs, and two standardized vocabulary sub-tests. Additionally, the bilingual children completed the Turkish or Polish version of the RVS. Internal consistency showed that the RVS is a reliable tool for research purposes and validity was confirmed by significant and moderate to strong correlations with the two standardized vocabulary sub-tests. Monolingual children outperformed bilingual children when performance comparisons were solely based on the German items. However, group differences were not significant when total vocabulary was used, i.e. the number of words bilingual children named across both versions. For bilingual children, L1 and L2 scores did not differ, i.e. they showed a similar performance on the L1/L2 subtest. Paternal education, but not maternal education, was significantly correlated to vocabulary scores. Children with more translation equivalents, i.e. words they know in both languages, and with a higher level of language proficiency showed higher scores on the screener. The app provided a valuable opportunity to assess lexical knowledge across different languages. Results indicated that total vocabulary and translation equivalents must be considered to evaluate bilingual children’s lexical knowledge.

A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures

2019 ◽  
Vol 62 (6) ◽  
pp. 1775-1786 ◽  
Author(s):  
Lucía I. Méndez ◽  
Gabriela Simon-Cereijido
Keyword(s):  
Low Income ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
L2 Acquisition ◽  
Cross Sectional ◽  
Specific Language ◽  
Vocabulary Skills ◽  
In The Beginning ◽  
Study Participants ◽  
L1 And L2

Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.

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