Within and across Language Predictors of Word Learning Processes in Dual Language Learners

Autor/inn/en	Pace, Amy; Luo, Rufan; Levine, Dani; Iglesias, Aquiles; de Villiers, Jill; Golinkoff, Roberta M.; Wilson, Mary S.; Hirsh-Pasek, Kathy
Titel	Within and across Language Predictors of Word Learning Processes in Dual Language Learners
Quelle	(2020), (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Pace, Amy) ORCID (Luo, Rufan) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Children; Bilingual Students; Vocabulary Development; Grammar; Reading Comprehension; Spanish; English; Predictor Variables; Learning Processes + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Grammatik; Leseverstehen; Spanisch; English language; Englisch; Prädiktor; Learning process; Lernprozess
Abstract	This study investigated the relation between Dual Language Learners' (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (1) performance in Spanish correlated with performance in English within each domain; and (2) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both. [This is the online version of an article published in "Child Development" (ISSN 0009-3920). For the final published version of this article, see EJ1281437.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01