This study explored whether the directionality of the relation between majority language and various facets of socioemotional development (three to 5 years old) differs between children with different language backgrounds. 12,951 children (49% girls; 85% White, 6% Pakistani and Bangladeshi, 3% Black, 3% Mix, 2% Indian) from the British Millennium Cohort Study (2001–2006) were included in two-time-point cross-lagged analyses. Models controlling for important covariates found a bidirectional association for monolinguals (βs = .05, −.07, −.04), a unidirectional effect of majority language on socioemotional difficulties for dual language learners (DLLs) speaking English and minority language(s) at home (β = .14), and a unidirectional effect of socioemotional strength on majority language for DLLs speaking only minority language(s) at home (β = −.17).

中文翻译：

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不同语言背景儿童早期语言与社会情感发展的关系

本研究探讨了不同语言背景的儿童之间，主流语言与社会情感发展的各个方面（3 至 5 岁）之间关系的方向性是否有所不同。来自英国千年队列研究（2001-2006）的 12,951 名儿童（49% 女孩；85% 白人，6% 巴基斯坦和孟加拉国人，3% 黑人，3% 混血，2% 印度人）被纳入两时间点交叉研究中。滞后的分析。控制重要协变量的模型发现单语者存在双向关联（β s = .05, −.07, −.04），多数语言对说英语和少数语言的双语学习者 (DLL) 的社会情感困难有单向影响）在家中（β  = .14），以及对于在家只讲少数语言的 DLL 来说，社会情感强度对多数语言的单向影响（β  = -.17）。