Raúl Rojas1, Aquiles Iglesias2, Ferenc Bunta3, Brian Goldstein4, Claude Goldenberg5, Leslie Reese6. 1. a School of Behavioral and Brain Sciences, The University of Texas at Dallas , Dallas , TX , USA . 2. b Communication Sciences and Disorders, University of Delaware , Newark , DE , USA . 3. c Communication Sciences and Disorders, University of Houston , Houston , TX , USA . 4. d La Salle University , Philadelphia , PA , USA . 5. e School of Education, Stanford University , Stanford , CA , USA , and. 6. f College of Education, California State University Long Beach , Long Beach , CA , USA.
Abstract
PURPOSE: The primary objective of this study was to investigate the relationship between language use with different interlocutors, maternal education level and the expressive language skills of US English learners (ELs) in Spanish and English. METHOD: Two hundred and twenty-four Spanish-speaking ELs in kindergarten provided narrative language samples in Spanish and English. Parents completed a questionnaire of maternal education level and language use with parents, older siblings and peers. RESULT: Multiple linear regression analyses demonstrated that language used with different interlocutors and maternal education level had unique effects on participants' expressive language skills. ELs' expressive language skills in English were predicted by interactions with older siblings, peers and maternal education level; Spanish expressive language skills were predicted by interactions with older siblings. CONCLUSION: The findings from this study suggest that the determination of language experience of school-age bilingual children should examine differential language use with multiple interlocutors, particularly interactions with older siblings and peers.
PURPOSE: The primary objective of this study was to investigate the relationship between language use with different interlocutors, maternal education level and the expressive language skills of US English learners (ELs) in Spanish and English. METHOD: Two hundred and twenty-four Spanish-speaking ELs in kindergarten provided narrative language samples in Spanish and English. Parents completed a questionnaire of maternal education level and language use with parents, older siblings and peers. RESULT: Multiple linear regression analyses demonstrated that language used with different interlocutors and maternal education level had unique effects on participants' expressive language skills. ELs' expressive language skills in English were predicted by interactions with older siblings, peers and maternal education level; Spanish expressive language skills were predicted by interactions with older siblings. CONCLUSION: The findings from this study suggest that the determination of language experience of school-age bilingual children should examine differential language use with multiple interlocutors, particularly interactions with older siblings and peers.
Entities:
Keywords:
Spanish-speaking ELs; expressive language skills; interlocutor differential effects
Authors: Anny Castilla-Earls; Lisa Bedore; Raúl Rojas; Leah Fabiano-Smith; Sonja Pruitt-Lord; María Adelaida Restrepo; Elizabeth Peña Journal: Am J Speech Lang Pathol Date: 2020-08-04 Impact factor: 2.408