The Effect of Maternal Language on Bilingual Children's Vocabulary and Emergent Literacy Development during Head Start and Kindergarten

Autor/inn/en	Hammer, Carol Scheffner; Davison, Megan Dunn; Lawrence, Frank R.; Miccio, Adele W.
Titel	The Effect of Maternal Language on Bilingual Children's Vocabulary and Emergent Literacy Development during Head Start and Kindergarten
Quelle	In: Scientific Studies of Reading, 13 (2009) 2, S.99-121 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Language Usage; Immersion Programs; Mothers; Child Language; Disadvantaged Youth; Vocabulary Development; Kindergarten; Emergent Literacy; Bilingualism; Parent Child Relationship; Gender Differences; Questionnaires; English (Second Language); Second Language Learning; Spanish; Preschool Education + Suchen Sie Ihr Suchwort? Sprachgebrauch; Immersionsprogramm; Mother; Mutter; 'Children''s language'; Kindersprache; Benachteiligter Jugendlicher; Wortschatzarbeit; Frühleseunterricht; Bilingualismus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Geschlechterkonflikt; Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spanisch; Pre-school education; Vorschulerziehung
Abstract	This investigation examined the impact of maternal language and children's gender on bilingual children's vocabulary and emergent literacy development during 2 years in Head Start and kindergarten. Seventy-two mothers and their children who attended English immersion programs participated. Questionnaires administered annually over a 3-year period revealed that mothers increased their usage of English to their children. In addition, more mothers of sons reported using "More or All English" with their children than mothers of daughters. Growth curve modeling indicated that increased usage of English did not impact children's English vocabulary or emergent literacy development. However, increased usage of English slowed the growth of children's Spanish vocabulary. Despite differences in mother-to-child language usage, gender did not impact growth in either language. These findings provide evidence that maternal usage of Spanish does not negatively affect children's developing English vocabulary or emergent literacy abilities. Maternal usage of Spanish appears necessary to maximize children's developing Spanish vocabulary. (Contains 5 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10