From a socio-cultural perspective, language offers a means for children to communicate with and learn from others through interaction: language is the medium through which young children are provided cognitive, social, and emotional support in interactions with caregivers, siblings, and peers; and children characterized as dual language learners (DLLs) have in common that they receive this developmental support in two different languages. However, due to variations in socioeconomic factors, ethnic/immigration background, and language socialization practices, DLLs display considerable variability in their first- and second-language proficiency (McCabe, Tamis-LeMonda, Bornstein, Cates, Golinkoff, Guerra, Hirsh-Pasek, Hoff, Kuchirko, Melzi, Mendelsohn, Páez & Song, 2013).

中文翻译：

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语言使用、家庭识字环境和人口统计：预测挪威不同年轻双语学习者的词汇技能

从社会文化的角度来看，语言为儿童提供了一种通过互动与他人交流和学习的方式：语言是幼儿在与照顾者、兄弟姐妹和同龄人互动中获得认知、社会和情感支持的媒介；被描述为双语学习者 (DLL) 的儿童的共同点是，他们接受了两种不同语言的这种发展支持。然而，由于社会经济因素、种族/移民背景和语言社会化实践的差异，DLL 的第一语言和第二语言熟练程度表现出相当大的差异（McCabe、Tamis-LeMonda、Bornstein、Cates、Golinkoff、Guerra、Hirsh-Pasek , Hoff, Kuchirko, Melzi, Mendelsohn, Paez & Song, 2013)。