双语家庭和家庭识字环境:英语和民族语言活动及成果研究

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Beth Ann O'Brien, Artika Arshad, Siew Chin Ng
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引用次数: 0

摘要

背景 越来越多的证据表明,家庭识字环境(HLE)对儿童的语言和识字发展有着早期的有力影响。然而,对于同时在家中学习两种语言的双语儿童(尤其是亚洲儿童)而言,人们对家庭识字环境及其对儿童语言和识字能力发展所起作用的了解还很有限。方法在这项针对 801 名六岁双语学习者的研究中,我们用两种语言对家庭识字环境和语言及识字能力发展进行了考察。结果因子分析结果表明,家庭中每种语言的 HLE 都有不同的潜在结构,英语有三到四个因子(父母参与、父母习惯、儿童探索和共读),亚洲语言有三个因子(父母参与、父母习惯和儿童兴趣)。进一步的路径分析显示,共同阅读对英语学习结果有负面影响,但对亚洲语言学习结果有正面影响。双语语言学习者的双语语言学习能力结构对双语语言学习成果的贡献各不相同,儿童探索对英语学习成果的贡献是积极的,而包括共读在内的家长习惯对亚洲语言学习成果的贡献是积极的。共享阅读对英语成绩的负面影响也很明显,这表明需要进一步研究家庭学习的长期影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Bilingual families and the home literacy environment: An examination of English and ethnic language activities and outcomes

Background

Accumulating evidence shows that the home literacy environment (HLE) has a potent and early influence on children's language and literacy development. However, there is a more limited understanding of HLE and its contribution to children's outcomes for simultaneous bilingual children exposed to two languages at home, particularly in the Asian context.

Methods

In this study with 801 six-year-old bilingual learners, HLE and language and literacy outcomes were examined in two languages. Children were assessed in their receptive vocabulary, reading and spelling abilities for English plus their ethnic Asian language (Mandarin Chinese, Malay or Tamil) for a subsample of 374 children.

Results

Results from factor analyses suggest that HLE for each language within families had a different latent structure, with three to four factors for English (parent involvement, parent habit, child exploration and shared reading) and three factors for the Asian language (parent involvement, parent habit and child interest). Further path analyses show that shared reading had a negative contribution to English outcomes but a positive influence on Asian language outcomes.

Conclusions

Findings extend existing understanding of HLE structure for bilingual language learners from bilingual families. HLE components contributed differently to bilingual language outcomes, with positive contributions of child exploration to English outcomes and of parent habits including shared reading to Asian language outcomes. Negative relationships for shared reading to English outcomes are also evident and suggest that further research on the long-term effects of HLE is needed.

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来源期刊
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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