Work

The Effect of Maternal Language on Bilingual Children's Vocabulary and Emergent Literacy Development During Head Start and Kindergarten

Year: 2009

Type: article

Abstract: This investigation examined the impact of maternal language and children's gender on bilingual children's vocabulary and emergent literacy development during 2 years in Head Start and kindergarten. Seventy-two mothers and their children who attended English immersion programs participated. Questionnaires administered annually over a 3-year period revealed that mothers increased their usage of English to their children. In addition, more mothers of sons reported using "More or All English" with their children than mothers of daughters. Growth curve modeling indicated that increased usage of English did not impact children's English vocabulary or emergent literacy development. However, increased usage of English slowed the growth of children's Spanish vocabulary. Despite differences in mother-to-child language usage, gender did not impact growth in either language. These findings provide evidence that maternal usage of Spanish does not negatively affect children's developing English vocabulary or emergent literacy abilities. Maternal usage of Spanish appears necessary to maximize children's developing Spanish vocabulary.

Source: Scientific Studies of Reading

DOI: 10.1080/10888430902769541

Authors: Carol Scheffner Hammer, Megan Dunn Davison, Frank R. Lawrence, Adele W. Miccio

Institutions: Pennsylvania State University, Temple University

Language: English

Topic: Language Development and Disorders

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: green

Funders: U.S. Department of Education, Eunice Kennedy Shriver National Institute of Child Health and Human Development