Pathways to Bilingualism: Young Children's Home Experiences Learning English and Spanish
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| Title: | Pathways to Bilingualism: Young Children's Home Experiences Learning English and Spanish |
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| Language: | English |
| Authors: | Rodriguez, M. Victoria |
| Source: | Early Childhood Research & Practice. Spr 2010 12(1). |
| Availability: | Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Young Children, Hispanic Americans, Bilingualism, Family Characteristics, Family Life, English, Spanish Speaking, Followup Studies, Interviews, Language Attitudes, Family Influence, Early Experience, Family Environment |
| Geographic Terms: | United States |
| ISSN: | 1524-5039 |
| Abstract: | Nowadays, more and more young children in the United States have the experience of speaking a language other than English at home, and many parents choose to educate their children bilingually. This study explored the home-language experiences, in English and Spanish, of three young Latino girls ages 15 months, 16 months, and 30 months, respectively, when the study began. They were observed at home between 40 and 70 hours for 30 months. Three questions guided the study: (1) What languages are used at home and for what purposes? (2) Who addresses the participant children in English and Spanish? and (3) How do the participants express themselves in English and Spanish? The data suggest that the three participants received input in English and Spanish based on the bilingual characteristics of the families. However, as they grew older and their proficiency in English improved, the input in Spanish diminished, as well as their ability to speak Spanish. At the end of the study, the three participants understood English and Spanish, one spoke English and Spanish when prompted, one spoke only in English, and another one spoke in both languages without being prompted. This study suggests that raising children bilingually may require support of the minority language outside the home, with collaboration among the schools, the families, and the community. |
| Abstractor: | As Provided |
| Number of References: | 15 |
| Entry Date: | 2010 |
| Accession Number: | EJ889718 |
| Database: | ERIC |
| Abstract: | Nowadays, more and more young children in the United States have the experience of speaking a language other than English at home, and many parents choose to educate their children bilingually. This study explored the home-language experiences, in English and Spanish, of three young Latino girls ages 15 months, 16 months, and 30 months, respectively, when the study began. They were observed at home between 40 and 70 hours for 30 months. Three questions guided the study: (1) What languages are used at home and for what purposes? (2) Who addresses the participant children in English and Spanish? and (3) How do the participants express themselves in English and Spanish? The data suggest that the three participants received input in English and Spanish based on the bilingual characteristics of the families. However, as they grew older and their proficiency in English improved, the input in Spanish diminished, as well as their ability to speak Spanish. At the end of the study, the three participants understood English and Spanish, one spoke English and Spanish when prompted, one spoke only in English, and another one spoke in both languages without being prompted. This study suggests that raising children bilingually may require support of the minority language outside the home, with collaboration among the schools, the families, and the community. |
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| ISSN: | 1524-5039 |
