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The Early Oral Language of Spanish-English Dual Language Learners: A Usage-Based Approach
The Early Oral Language of Spanish-English Dual Language Learners: A Usage-Based Approach
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151133
- ISBN
- 9798382778419
- DDC
- 400
- 서명/저자
- The Early Oral Language of Spanish-English Dual Language Learners: A Usage-Based Approach
- 발행사항
- [Sl] : Columbia University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 126 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
- 주기사항
- Advisor: Hammer, Carol Scheffner.
- 학위논문주기
- Thesis (Ph.D.)--Columbia University, 2024.
- 초록/해제
- 요약Usage-based theories of language development underscore the importance of children using language to learn language. Few investigations have applied usage-based theories to dual language learners (DLLs), who comprise a growing share of children attending early education programs in the U.S. Three studies were carried out to investigate the role of DLLs' language usage during preschool. Specifically, the studies examined: 1) classrooms factors that predicted Spanish and English usage, 2) the relationships among Spanish and English usage in classrooms and children's oral language skills, and 3) the relationships among exposure to and usage of Spanish and English at home and in classrooms and children's oral language skills. Participants were selected from a larger study of language and literacy development of DLLs attending Head Start and public prekindergarten programs. Hierarchical linear models were conducted to examine predictive relationships among the variables of interest in each study. Results of the first study indicated that the amount of Spanish and English that DLLs used in classrooms was strongly influenced by how often their lead teachers and assistant teachers used Spanish and English. Findings from the second study revealed that English usage in classrooms promoted the development of oral language skills in English but negatively affected Spanish expressive vocabulary. The third study found that usage of Spanish and English was important across environmental settings, and that language usage exerted a greater effect on oral language skills than language exposure. Collectively, the results of these studies reinforce the applicability of usage-based theories to DLL children. Moreover, the results signify the importance of providing DLLs numerous opportunities to use both languages in order to promote bilingual language development.
- 일반주제명
- Language
- 일반주제명
- Speech therapy
- 일반주제명
- Linguistics
- 일반주제명
- Communication
- 키워드
- Bilingualism
- 키워드
- DLL children
- 기타저자
- Columbia University TC: Communication Sciences and Disorders
- 기본자료저록
- Dissertations Abstracts International. 85-12B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382778419
■035 ▼a(MiAaPQ)AAI31147907
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a400
■1001 ▼aVail, Christine Fisher.
■24510▼aThe Early Oral Language of Spanish-English Dual Language Learners: A Usage-Based Approach
■260 ▼a[Sl]▼bColumbia University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a126 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: B.
■500 ▼aAdvisor: Hammer, Carol Scheffner.
■5021 ▼aThesis (Ph.D.)--Columbia University, 2024.
■520 ▼aUsage-based theories of language development underscore the importance of children using language to learn language. Few investigations have applied usage-based theories to dual language learners (DLLs), who comprise a growing share of children attending early education programs in the U.S. Three studies were carried out to investigate the role of DLLs' language usage during preschool. Specifically, the studies examined: 1) classrooms factors that predicted Spanish and English usage, 2) the relationships among Spanish and English usage in classrooms and children's oral language skills, and 3) the relationships among exposure to and usage of Spanish and English at home and in classrooms and children's oral language skills. Participants were selected from a larger study of language and literacy development of DLLs attending Head Start and public prekindergarten programs. Hierarchical linear models were conducted to examine predictive relationships among the variables of interest in each study. Results of the first study indicated that the amount of Spanish and English that DLLs used in classrooms was strongly influenced by how often their lead teachers and assistant teachers used Spanish and English. Findings from the second study revealed that English usage in classrooms promoted the development of oral language skills in English but negatively affected Spanish expressive vocabulary. The third study found that usage of Spanish and English was important across environmental settings, and that language usage exerted a greater effect on oral language skills than language exposure. Collectively, the results of these studies reinforce the applicability of usage-based theories to DLL children. Moreover, the results signify the importance of providing DLLs numerous opportunities to use both languages in order to promote bilingual language development.
■590 ▼aSchool code: 0054.
■650 4▼aLanguage
■650 4▼aEarly childhood education
■650 4▼aSpeech therapy
■650 4▼aLinguistics
■650 4▼aCommunication
■653 ▼aBilingualism
■653 ▼aDual language learners
■653 ▼aDLL children
■653 ▼aLanguage development
■653 ▼aUsage-based theories
■690 ▼a0679
■690 ▼a0518
■690 ▼a0460
■690 ▼a0459
■690 ▼a0290
■71020▼aColumbia University▼bTC: Communication Sciences and Disorders.
■7730 ▼tDissertations Abstracts International▼g85-12B.
■790 ▼a0054
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160903▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
