Speech and Language Outcomes in Low-SES Spanish-English Bilingual Preschoolers: The Role of Maternal Education

Autor/inn/en	Montanari, Simona; Mayr, Robert; Subrahmanyam, Kaveri
Titel	Speech and Language Outcomes in Low-SES Spanish-English Bilingual Preschoolers: The Role of Maternal Education
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 5, S.1590-1608 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Montanari, Simona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1781780
Schlagwörter	Bilingualism; Preschool Children; Mothers; Educational Attainment; Parent Background; Spanish; English; Correlation; Phonological Awareness; Language Usage; Vocabulary; Cultural Influences; Age Differences; Accuracy; Language Skills + Suchen Sie Ihr Suchwort? Bilingualismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Bildungsabschluss; Bildungsgut; Elternhaus; Spanisch; English language; Englisch; Korrelation; Sprachgebrauch; Wortschatz; Cultural influence; Kultureinfluss; Age; Difference; Age difference; Altersunterschied; Language skill; Sprachkompetenz
Abstract	This paper presents a longitudinal examination of Spanish and English phonological, lexical, and morpho-syntactic abilities in 20 low-SES bilingual preschoolers with mothers who had either completed primary or secondary education in Spanish in their country of origin, Mexico. We focused on the link between maternal education and the following spontaneous production measures: (1) phonological accuracy as measured by Percent of Consonants Correct-Revised, (2) lexical variety as measured by Number of Different Words, and (3) utterance length as measured by Mean Length of Utterance in words; the relation between maternal education and spontaneous production was examined both (a) at preschool entry, when children were on average 3;6, and (b) a year later, after one year of exposure to the majority language (English) and culture. The results showed that although children of more educated mothers performed significantly better on all English measures than children of less educated mothers, maternal education was not related to Spanish outcomes. The same differences persisted a year later. These results suggest that maternal education may play a different, but long-lasting role in English compared to Spanish development possibly due to language input differences attributable to distinct cultural values and practices associated with different languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01