Effectiveness of a parent-implemented language and literacy intervention in the home language

Speech-language therapists (SLTs) in South Africa are increasingly considering alternative models of service delivery to children at risk for language and literacy development delays. A transprofessional model of collaboration allows SLTs and teachers to share responsibility for primary prevention of literacy difficulties. Previous research has identified several challenges with regard to effective collaboration between qualified professionals, indicating that specific opportunities need to be created for professionals to ‘cross over disciplinary lines’ to gain more insight into a profession other than their own. Student training presents a valuable opportunity for role-exchange between pre-professional SLTs and teachers. The article describes the experiences of teachers, undergraduate SLT students and tutors with regard to transdisciplinary collaboration in the foundation-phase classroom, according to the ‘embedded-explicit’ model. The authors argue that a more in-depth understanding of the different role-players’ perceptions of transdisciplinary collaboration will contribute to enhanced collaboration between SLTs and teachers.

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Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners

Early Childhood Research Quarterly ◽

10.1016/j.ecresq.2021.05.002 ◽

2021 ◽

Vol 57 ◽

pp. 27-39

Author(s):

J. Marc Goodrich ◽

Christopher J. Lonigan ◽

Beth M. Phillips ◽

JoAnn M. Farver ◽

Kimberly D. Wilson

Keyword(s):

Language Learners ◽

Dual Language ◽

Home Language ◽

Dual Language Learners ◽

Language And Literacy ◽

Literacy Environment ◽

Vocabulary Growth

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“They’re Going to Forget About Their Mother Tongue”: Influence of Chinese Beliefs in Child Home Language and Literacy Development

Early Childhood Education Journal ◽

10.1007/s10643-021-01241-x ◽

2021 ◽

Author(s):

Jorge E. Gonzalez ◽

Jeffrey Liew ◽

Yali Zou ◽

Gayle Curtis ◽

Danni Li

Keyword(s):

Literacy Development ◽

Mother Tongue ◽

Home Language ◽

Language And Literacy ◽

Language And Literacy Development

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

Heritage Language Journal ◽

10.46538/hlj.8.2.3 ◽

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.

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Family literacy programmes and young children's language and literacy development: paying attention to families' home language

Research in Young Children's Literacy and Language Development ◽

10.4324/9781315108278-26 ◽

2019 ◽

pp. 346-356

Author(s):

Jim Anderson ◽

Ann Anderson ◽

Assadullah Sadiq

Keyword(s):

Literacy Development ◽

Family Literacy ◽

Home Language ◽

Language And Literacy ◽

Language And Literacy Development

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Differentiated bilingual vocabulary assessment reveals similarities and differences compared to monolinguals: Conceptual versus single-language scoring and the relation with home language and literacy activities

International Journal of Bilingualism ◽

10.1177/1367006919876994 ◽

2019 ◽

Vol 24 (4) ◽

pp. 715-728

Author(s):

Birgit Ehl ◽

Gunnar Bruns ◽

Michael Grosche

Keyword(s):

Control Variable ◽

Primary Students ◽

Home Language ◽

Educational Institutions ◽

Bilingual Students ◽

Language And Literacy ◽

Expressive Vocabulary ◽

Literacy Activities ◽

Bilingual Group ◽

Vocabulary Assessment

Purpose: As bilingual students often achieve lower scores than monolinguals in single-language vocabulary assessments, a deficit-oriented view of bilingualism is widespread in educational institutions. This study examined whether this alleged difference remains when the conceptual vocabulary scores of bilingual primary students are considered, and when home language and literacy activities are taken into account. Methods: Extensive expressive vocabulary measures were administered in both the environmental language (German) and the heritage language (Turkish) to simultaneous and sequential bilingual students, and to their monolingual peers. Their parents provided information about the frequency of home language and literacy activities. Data: The study included 302 students (5;9–10;9 years). 83 were simultaneous bilingual, 55 sequential bilingual and 164 monolingual. Comparisons on vocabulary were conducted via separate multiple regression analyses with frequency of home language and literacy activities as a control variable. Findings: In single-language vocabulary scores of the environmental language, simultaneous and sequential bilingual students scored lower than monolinguals. In contrast, and most importantly, there were no differences between either bilingual group and monolinguals with regard to conceptual vocabulary and the relationship between conceptual vocabulary and frequency of home language and literacy activities. Controlling for frequency of home language and literacy activities did not change these findings. Originality: This study compared the expressive single-language and conceptual vocabulary scores of simultaneous and sequential bilinguals with the scores of monolinguals in a large sample of primary students, for the first time additionally controlling for home language and literacy activities, with the German and Turkish languages. Implications: Because bilingual students have the same conceptual vocabulary scores as monolinguals, lower single-language vocabulary scores do not reflect a language deficiency.

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