Home and School Factors in Early English Language Development
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| Title: | Home and School Factors in Early English Language Development |
|---|---|
| Language: | English |
| Authors: | Sun, He (ORCID |
| Source: | Asia Pacific Journal of Education. 2021 41(4):657-672. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Family Environment, Educational Environment, Second Language Learning, Second Language Instruction, English (Second Language), Preschool Children, Vocabulary Development, Reading Skills, Nonverbal Ability, Mothers, Educational Attainment, Foreign Countries, Linguistic Input, Receptive Language, Parent Child Relationship, Reading Aloud to Others, Books, Teacher Qualifications, Preschool Teachers, Teacher Student Relationship, Longitudinal Studies, Bilingualism, Language Tests, Reading Tests, Classroom Environment, Intelligence Tests, Parent Attitudes, Family Characteristics |
| Geographic Terms: | Singapore |
| Assessment and Survey Identifiers: | Classroom Assessment Scoring System, Raven Advanced Progressive Matrices, Raven Progressive Matrices |
| DOI: | 10.1080/02188791.2021.1932742 |
| ISSN: | 0218-8791 |
| Abstract: | The current study explored the home and school factors that are important for Singaporean pre-schoolers' (N = 1440) early English development from K1 to P1. Language input quantity and quality factors at home (e.g., number of English books,) and at school (e.g., instructional support in class) were used to predict children's English vocabulary and word reading development using linear mixed-effects models. Children's internal factors (e.g., non-verbal reasoning) were controlled. The results revealed that children who had more English input and higher input quality at home demonstrated faster receptive vocabulary growth. Children's word reading skill was more influenced by the English input quality at home. Children who were frequently read to in English demonstrated faster development in word reading competence. Mother's educational level also mattered: higher maternal education was associated with faster growth in reading skill. The length of time children stayed at school and teachers' qualification also significantly and positively associated with children's English learning. These findings indicate the substantial contribution of the home literacy environment to Singaporean children's early English language development, compared to the quality of teacher-child interactions in preschool. The necessity of more parental involvement in early English language learning at home is discussed under the realm of usage-based theory. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1325220 |
| Database: | ERIC |
| Abstract: | The current study explored the home and school factors that are important for Singaporean pre-schoolers' (N = 1440) early English development from K1 to P1. Language input quantity and quality factors at home (e.g., number of English books,) and at school (e.g., instructional support in class) were used to predict children's English vocabulary and word reading development using linear mixed-effects models. Children's internal factors (e.g., non-verbal reasoning) were controlled. The results revealed that children who had more English input and higher input quality at home demonstrated faster receptive vocabulary growth. Children's word reading skill was more influenced by the English input quality at home. Children who were frequently read to in English demonstrated faster development in word reading competence. Mother's educational level also mattered: higher maternal education was associated with faster growth in reading skill. The length of time children stayed at school and teachers' qualification also significantly and positively associated with children's English learning. These findings indicate the substantial contribution of the home literacy environment to Singaporean children's early English language development, compared to the quality of teacher-child interactions in preschool. The necessity of more parental involvement in early English language learning at home is discussed under the realm of usage-based theory. |
|---|---|
| ISSN: | 0218-8791 |
| DOI: | 10.1080/02188791.2021.1932742 |
