Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners.
Purpose: The primary objective of this study was to investigate the relationship between language use with different interlocutors, maternal education level and the expressive language skills of US English learners (ELs) in Spanish and English. Method: Two hundred and twenty-four Spanish-speaking EL...
| Publicado en: | International Journal of Speech-Language Pathology Vol. 18; no. 2; pp. 166 - 178 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Apr2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=113084656&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 113084656 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17549507 8NBH jtl: International Journal of Speech-Language Pathology issn: 17549507 maglogo: Y pubinfo: dt: Apr2016 vid: 18 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 113084656 113084656 113084656 10.3109/17549507.2015.1081290 113084656 ppf: 166 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners. aug: au: Rojas, Raúl Iglesias, Aquiles Bunta, Ferenc Goldstein, Brian Goldenberg, Claude Reese, Leslie affil: School of Behavioral and Brain Sciences, The University of Texas at Dallas, Dallas, TX, USA sug: subj: Multilingualism Language Development English as a Second Language Communication Skills Conversation Mothers Educational Status Human Questionnaires Male Female Child, Preschool Child Narratives Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: Purpose: The primary objective of this study was to investigate the relationship between language use with different interlocutors, maternal education level and the expressive language skills of US English learners (ELs) in Spanish and English. Method: Two hundred and twenty-four Spanish-speaking ELs in kindergarten provided narrative language samples in Spanish and English. Parents completed a questionnaire of maternal education level and language use with parents, older siblings and peers. Result: Multiple linear regression analyses demonstrated that language used with different interlocutors and maternal education level had unique effects on participants' expressive language skills. ELs' expressive language skills in English were predicted by interactions with older siblings, peers and maternal education level; Spanish expressive language skills were predicted by interactions with older siblings. Conclusion: The findings from this study suggest that the determination of language experience of school-age bilingual children should examine differential language use with multiple interlocutors, particularly interactions with older siblings and peers. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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