Háblame Bebé: A Phone Application Intervention to Support Hispanic Children's Early Language Environments and Bilingualism

Autor/inn/en	Baralt, Melissa; Darcy Mahoney, Ashley; Brito, Natalie
Titel	Háblame Bebé: A Phone Application Intervention to Support Hispanic Children's Early Language Environments and Bilingualism
Quelle	In: Child Language Teaching and Therapy, 36 (2020) 1, S.33-57 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baralt, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659020903779
Schlagwörter	Low Income; Hispanic Americans; Spanish Speaking; Racial Bias; Acculturation; English (Second Language); Second Language Learning; Language Attitudes; Telecommunications; Mothers; Parent Child Relationship; Bilingualism; Language Acquisition; Handheld Devices; Child Development; Computer Software; Pretests Posttests; Educational Attainment; Native Language; Intervention; High School Graduates; College Graduates; Barriers; Access to Information; Home Visits; Language Usage + Suchen Sie Ihr Suchwort? Niedriglohn; Hispanic; Hispanoamerikaner; Racial discrimination; Rassismus; Akkulturation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachverhalten; Telekommunikationstechnik; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Bilingualismus; Sprachaneignung; Spracherwerb; Kindesentwicklung; Bildungsabschluss; Bildungsgut; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Hausbesuch; Sprachgebrauch
Abstract	The early language environments of low-income Hispanic children can be negatively affected when their Spanish-speaking caregivers face racism, assimilation pressure, and/or misinformed advice based on English-only ideologies. This article reports on the design and efficacy of Háblame Bebé, a language-promoting phone application that encourages low-income Hispanic mothers to talk more to their children in their native Spanish with the goals of (1) improving their children's early language environment, (2) promoting bilingualism, and (3) monitoring developmental milestones. The app was designed and tested across three phases as mandated by the US HRSA "Bridging the Word Gap Challenge." In Phase I, we developed a curriculum that promotes high-quality language interactions in Spanish and designed the app components. In Phase II, we tested the app with 20 Hispanic mothers (half high school-educated, half college-educated) in a pretest-posttest design in which we examined their language interactions before and after two months of using the app. Preliminary results indicated that mother-child verbal interactions increased, but not always in their native Spanish, and the difference was not statistically significant. Focus group data revealed that many of the mothers had experienced linguistic racism and that tropes surrounding Spanish-speaking identity in the USA needed to be explicitly addressed within the intervention. In Phase III, a sociolinguistic pride component was added and the app was again tested with 12 additional Hispanic mothers (all high school-educated only). This time, a statistically significant increase in mother-child verbal interactions was found. Mothers also reported feeling prouder to use Spanish with their children. These results suggest that Háblame Bebé may be a viable means to reach low-income Hispanic caregivers who face obstacles in accessing health information and/or home-visiting programs for their children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01