Relationships Between Home and School Language Exposure and Changes in Bilingual Oral Language Performance From Kindergarten to First Grade.
Purpose: With over one third of students in the United States exposed to languages other than English at home, there is a growing need to examine the role of bilingual exposure across settings on bilingual language performance. This study explored the longitudinal relationship between language expos...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 68; no. 9; pp. 4320 - 4337 |
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| Autores principales: | , , , , , , |
| Formato: | Artículo |
| Publicado: |
American Speech-Language-Hearing Association
Sep2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=187881690&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 187881690 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Sep2025 vid: 68 iid: 9 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 187881690 10.1044/2025_JSLHR-24-00852 ppf: 4320 ppct: 17 formats: fmt: @attributes: type: P size: 800KB tig: atl: Relationships Between Home and School Language Exposure and Changes in Bilingual Oral Language Performance From Kindergarten to First Grade. aug: au: Zhang, Jing Lam, Joseph Hin Yan Wang, Danyang Fung, Priscilla C. S. Gillam, Ronald B. Bedore, Lisa M. Peña, Elizabeth D. affil: School of Education, University of California, Irvine College of Health Solutions, Arizona State University, Tempe, AZ Department of Speech-Language Pathology & Audiology, Towson University, MD Vanguard University Communicative Disorders and Deaf Education, Utah State University, Logan Department of Communication Sciences and Disorders, Temple University, Philadelphia, PA su: Utah Texas Elementary schools Interviewing Home environment Age distribution Multilingualism Caregivers Teachers School children Analysis of variance Semantics Intelligence tests Language acquisition Social classes Children Grammar Research funding Cronbach's alpha Prediction models Multivariate analysis Descriptive statistics Chi-squared test Spanish language Speech evaluation English language Comparative studies Confidence intervals Regression analysis sug: subj: Elementary schools Interviewing Home environment Age distribution Multilingualism Caregivers Teachers School children Analysis of variance Semantics Intelligence tests Language acquisition Social classes Children Utah Texas Elementary and Secondary Schools Grammar Research funding Cronbach's alpha Prediction models Multivariate analysis Descriptive statistics Chi-squared test Spanish language Speech evaluation English language Comparative studies Confidence intervals Regression analysis ab: Purpose: With over one third of students in the United States exposed to languages other than English at home, there is a growing need to examine the role of bilingual exposure across settings on bilingual language performance. This study explored the longitudinal relationship between language exposure at home and school, and changes in bilingual oral language performance from kindergarten to first grade. Method: One hundred sixty-four Spanish--English participants who had different levels of bilingual exposure at home and school were assessed on bilingual oral language performance using a standardized language assessment in kindergarten and first grade. Caregivers and teachers reported bilingual exposure at home and at school, respectively, for both time points. Results: The results indicated that Spanish home exposure at kindergarten uniquely predicted Spanish semantics in first grade, while Spanish school exposure at kindergarten uniquely predicted Spanish morphosyntax in first grade, after controlling for kindergarten performance. No differential contributions were observed for English exposure and performance. Children with high Spanish home exposure (> 60%) had significantly higher gains in standard scores for Spanish semantics and overall Spanish performance compared to the low Spanish exposure group, but there was no significant effect on changes in English standard scores across groups. Conclusions: The current study suggests that language exposure at home and school had different contributions to bilingual home language development. This supports the importance of home and school Spanish language exposure in promoting heritage language development without compromising English. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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