ABSTRACT

Rerch Findings: Using two groups of dual language learners (DLLs), the current study examined links between two developmental constructs closely linked to school readiness: the home language environment (HLE) and executive function (EF). In a sample of 90 children (age range = 38–70 months, 59% girls) from either Mexican American (MA, N = 46) or Chinese American (CA, N = 44) low-income families enrolled in Head Start preschool programs, parents reported on their HLE (home language balance, home English/heritage language activities) and children’s EF (inhibitory control and attention shifting) was measured by cognitive tasks. Findings showed preschool-aged DLLs in low-income immigrant families received more heritage language exposure relative to English language exposure at home. Several demographic variables (parental education, per capita income, DLL group, child age of English acquisition, child generation, child English receptive vocabulary) were related to various aspects of HLE. Controlling for covariates, the amount of heritage language activities at home was uniquely and positively related to children’s attention shifting. Pe or Policy: The findings underscore the importance of incorporating language background considerations when designing intervention programs that target HLE and EF in low-income DLLs.

摘要

研究结果：当前的研究使用两组双语言学习者（DLL），检查了与入学准备密切相关的两种发展结构之间的联系：家庭语言环境（HLE）和执行功能（EF）。在来自墨西哥裔美国人（马萨诸塞州， N = 46）或华裔美国人（加利福尼亚州，N = 44）低收入家庭的 90 名儿童（年龄范围 = 38-70 个月，59% 是女孩）的样本中，参加了 Head Start 学前教育计划，父母报告了他们的 HLE（家庭语言平衡、家庭英语/传统语言活动）和儿童的 EF（抑制控制和注意力转移）通过认知任务进行测量。调查结果显示，低收入移民家庭中的学龄前儿童接触到的传统语言比在家中接触的英语更多。几个人口统计变量（父母教育程度、人均收入、DLL 群体、儿童英语习得年龄、儿童世代、儿童英语接受词汇）与 HLE 的各个方面相关。控制协变量后，家庭传统语言活动的数量与儿童的注意力转移呈独特且正相关。Pe 或政策：研究结果强调了在设计针对低收入 DLL 中的 HLE 和 EF 的干预计划时纳入语言背景考虑因素的重要性。