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Language Specificity in the Relation of Maternal Education to Bilingual Children's Vocabulary Growth
Peer reviewed
Direct linkHoff, Erika; Burridge, Andrea; Ribot, Krystal M.; Giguere, David – Developmental Psychology, 2018
The robust relation between maternal education and child language that is observed in monolingual populations has not been reliably replicated among bilingual children from immigrant families in the United States. We hypothesized that a variable that operates in immigrant populations--the language in which mothers achieved their highest level of…
Descriptors: Mothers, Parent Background, Educational Attainment, Bilingualism
Winstone, Laura K.; Benitez, Viridiana L.; van Huisstede, Lauren – Developmental Psychology, 2021
Children learn the words of their native language(s) from interactions with their caregivers. Although previous research has found that the language children hear during those interactions predicts vocabulary outcomes, few studies have investigated how qualitative features of social interactions work together to affect children's vocabulary…
Descriptors: Mothers, Parent Child Relationship, Toddlers, Preschool Children
Lonigan, Christopher J.; Goodrich, J. Marc; Farver, JoAnn M. – Developmental Psychology, 2018
Despite acknowledgment that language-minority children come from a wide variety of home language backgrounds and have a wide range of proficiency in their first (L1) and second (L2) languages, it is unknown whether differences across language-minority children in relative and absolute levels of proficiency in L1 and L2 predict subsequent…
Descriptors: Preschool Children, Emergent Literacy, Language Minorities, At Risk Students
