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Comprehension Skills of Chinese-English Dual Language Learners: Relations across Languages and Associations with Language Richness at Home

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Title: Comprehension Skills of Chinese-English Dual Language Learners: Relations across Languages and Associations with Language Richness at Home
Language: English
Authors: Lulu Song (ORCID 0000-0003-0631-2067), Li Sheng, Rufan Luo
Source: International Journal of Bilingual Education and Bilingualism. 2024 27(1):19-37.
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: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Comprehension, Vocabulary Skills, Bilingualism, Chinese, English, Language Enrichment, Family Environment, Young Children, Preschool Education, Code Switching (Language)
DOI: 10.1080/13670050.2022.2137386
ISSN: 1367-0050
1747-7522
Abstract: Chinese-English dual language learners (Chinese DLLs) are a growing population in the US. Existing studies of preschool-aged Chinese DLLs mostly focused on single-word vocabulary and rarely explored other skills important for school readiness. In the current study, we examined Chinese DLLs' development of receptive vocabulary and comprehension of semantic concepts (i.e. spatial and quantification expressions) in both English and Chinese (Mandarin/Cantonese) during a preschool year. Results indicated that while semantic concept comprehension in both English and Chinese showed significant growth during the year, only English, but not Chinese, receptive vocabulary showed a significant increase. Furthermore, DLLs' semantic comprehension, but not receptive vocabulary, showed cross-language transfer. Finally, the richness of DLLs' language experiences (e.g. frequency of book reading, multimedia exposure) at home was a significant predictor of Chinese DLLs' receptive vocabulary and semantic concept comprehension in the respective language. Supporting families to provide rich language experiences in both English and the home language may hold key to fostering successful dual language development.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1406213
Database: ERIC
FullText Text:
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Comprehension Skills of Chinese-English Dual Language Learners: Relations across Languages and Associations with Language Richness at Home
– Name: Language
  Label: Language
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  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lulu+Song%22">Lulu Song</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0631-2067">0000-0003-0631-2067</externalLink>)<br /><searchLink fieldCode="AR" term="%22Li+Sheng%22">Li Sheng</searchLink><br /><searchLink fieldCode="AR" term="%22Rufan+Luo%22">Rufan Luo</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Bilingual+Education+and+Bilingualism%22"><i>International Journal of Bilingual Education and Bilingualism</i></searchLink>. 2024 27(1):19-37.
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  Label: Availability
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  Data: 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
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  Data: Y
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  Label: Page Count
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  Data: 19
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  Label: Publication Date
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Skills%22">Vocabulary Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Enrichment%22">Language Enrichment</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink>
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  Data: 10.1080/13670050.2022.2137386
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  Data: 1367-0050<br />1747-7522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Chinese-English dual language learners (Chinese DLLs) are a growing population in the US. Existing studies of preschool-aged Chinese DLLs mostly focused on single-word vocabulary and rarely explored other skills important for school readiness. In the current study, we examined Chinese DLLs' development of receptive vocabulary and comprehension of semantic concepts (i.e. spatial and quantification expressions) in both English and Chinese (Mandarin/Cantonese) during a preschool year. Results indicated that while semantic concept comprehension in both English and Chinese showed significant growth during the year, only English, but not Chinese, receptive vocabulary showed a significant increase. Furthermore, DLLs' semantic comprehension, but not receptive vocabulary, showed cross-language transfer. Finally, the richness of DLLs' language experiences (e.g. frequency of book reading, multimedia exposure) at home was a significant predictor of Chinese DLLs' receptive vocabulary and semantic concept comprehension in the respective language. Supporting families to provide rich language experiences in both English and the home language may hold key to fostering successful dual language development.
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  Data: 2024
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  Label: Accession Number
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        Value: 10.1080/13670050.2022.2137386
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      – Text: English
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        PageCount: 19
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      – SubjectFull: Vocabulary Skills
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      – SubjectFull: Bilingualism
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      – SubjectFull: Language Enrichment
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      – SubjectFull: Family Environment
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      – SubjectFull: Young Children
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      – SubjectFull: Preschool Education
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      – SubjectFull: Code Switching (Language)
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      – TitleFull: Comprehension Skills of Chinese-English Dual Language Learners: Relations across Languages and Associations with Language Richness at Home
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