Purpose This study explored the language-learning environments of typically developing dual language learners (DLLs) who learned Cantonese (first language [L1]) at home and English (second language [L2]) in preschool settings through direct and indirect measures. Method Nine typically developing Cantonese-English DLLs participated in this study. Participants' daylong activities were audio-recorded using the digital language processor of the Language ENvironment Analysis system. A manual coding scheme was developed to examine the audio recordings with the focus of the amount of L1 and L2 used by participants, adults, and their peers across home and school settings. In addition, participants' language use was indirectly examined using parent questionnaires, teacher reports, and classroom observations. Results The results of the audio recordings showed that Cantonese was the primary language used at home, and both Cantonese and English were used in school settings, consistent with the parent and teacher reports. Correlation analyses revealed that the amount of L1 used by the participants was associated with the L1 used by their peers: and the amount of L2 used by participants was positively related to the L2 used by adults at home. Conclusions The findings illustrate how parent/teacher reports and daylong audio recordings could complement each other in the investigation of DLLs' language-learning environments.

中文翻译：

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双语学习者在家庭和学校环境中的分布式 L1 和 L2 语言学习环境。


目的 本研究通过直接和间接措施探讨了典型双语学习者 (DLL) 的语言学习环境，这些学习者在家学习粤语（第一语言 [L1]），在学前环境中学习英语（第二语言 [L2]）。方法九典型地开发粤语-英语DLL 参与了这项研究。使用语言环境分析系统的数字语言处理器对参与者全天的活动进行录音。开发了一种手动编码方案来检查音频记录，重点关注参与者、成年人及其同龄人在家庭和学校环境中使用的 L1 和 L2 的数量。此外，还通过家长问卷、教师报告和课堂观察间接检查参与者的语言使用情况。结果 录音结果显示，粤语是家庭使用的主要语言，学校环境中使用粤语和英语，与家长和老师的报告一致。相关分析显示，参与者使用的 L1 量与同龄人使用的 L1 量相关：参与者使用的 L2 量与家里成年人使用的 L2 量呈正相关。结论 这些发现说明了家长/老师的报告和全天录音如何在 DLL 语言学习环境的调查中相互补充。