Chinese Immigrant Families and Bilingualism among Young Children

Autor/inn/en	Honig, Alice Sterling; Xu, Yili
Titel	Chinese Immigrant Families and Bilingualism among Young Children
Quelle	In: NHSA Dialog, 15 (2012) 4, S.303-318 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-0754
DOI	10.1080/15240754.2012.721025
Schlagwörter	Immigrants; Receptive Language; Speech Communication; Bilingualism; Monolingualism; Gender Differences; Mandarin Chinese; Chinese Americans; Measures (Individuals); Scores; Mothers; Correlation; English (Second Language); Second Language Learning; Language Proficiency; Language Maintenance; Young Children; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Rezeptive Kommunikationsfähigkeit; Bilingualismus; Geschlechterkonflikt; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Messdaten; Mother; Mutter; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Sprachpflege; Frühe Kindheit
Abstract	Thirty-five children (17 boys and 18 girls, 4 to 8 years old) in 2-parent Chinese immigrant families had attended English-speaking facilities for 35.0 months (boys) and 32.9 months (girls), respectively. They were tested at home with the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Mandarin version of PPVT-R. No gender differences were found. Maternal English PPVT-R vocabulary (M = 112.9) correlated positively with child PPVT-R scores (r = 0.35, p = 0.04). The longer the children attended English-only educational facilities, the higher were their English PPVT-R scores (r = 0.327, p = 0.059), even when controlling for maternal scores. Children (n = 12) who had spent about 2 years (22 to 26 months) in English-speaking educational facilities had English PPVT-R standardized scores (M = 94.8, range = 71-110) close to the average (M = 100) score of English monolinguals. Chinese receptive language scores increased during the preschool years and were normative with monolingual Chinese children until about age 6, and then they decreased. The younger the children, the higher their Chinese PPVT-R vocabulary (r = -0.73, p less than 0.00005). Chinese immigrant families, whose goal is bilingual proficiency, may need to provide special culture/language after-school instruction or make efforts to continue to speak Chinese with their children during daily routines. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10