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Direct linkWilliams, Aya Inamori; Uchikoshi, Yuuko; Bunge, Silvia A.; Zhou, Qing – Early Education and Development, 2019
This study examined the concurrent relations of English (EL) and heritage language (HL) proficiency to executive functions (EF) among low-income dual language learners (DLLs) from immigrant families. In a sample of 90 children (age = 38-70 months) from Chinese-speaking Chinese American and Spanish-speaking Mexican American families recruited from…
Descriptors: Bilingual Students, Disadvantaged Youth, Receptive Language, Expressive Language
Ren, Yonggang; Wyver, Shirley; Xu Rattanasone, Nan; Demuth, Katherine – Early Education and Development, 2016
Research Findings: The main aim of this study was to examine whether language skills and emotion regulation are associated with social competence and whether the relationship between English skills and social competence is moderated by emotion regulation in Mandarin-English bilingual preschoolers. The language skills of 96 children ages…
Descriptors: Foreign Countries, Interpersonal Competence, Language Skills, Mandarin Chinese
Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Saenz, Laura; Resendez, Nora; Kwok, Oiman; Zhu, Leina; Davis, Heather – Early Education and Development, 2018
Research Findings: This study compared the effects of content-based shared book-reading instruction versus an explicit vocabulary-only condition on the vocabulary development of preschool dual language learners (DLLs). Using shared book reading as the mode of instruction, we randomly assigned 48 bilingual preschool teachers and 281…
Descriptors: Vocabulary Development, Language Proficiency, English (Second Language), Bilingual Teachers
