Home Language Differences and Their Impact on Oral Language Use and Activity Involvement in Preschool Children

• In Event: What Matters in Language Development

Abstract

This study examined the oral language use and classroom involvement of 1,124 preschool children in the United States, focusing on three home languages: English, Spanish, and Burmese. Two-way ANOVA analysis revealed distinct patterns among the language groups. Burmese-speaking children were more likely to listen to teachers and engage in academic activities. English-speaking children showed a greater tendency for oral language use. Spanish-speaking children had lower engagement levels and were less likely to express themselves verbally. These findings emphasize the importance of teacher training to support oral language development in dual language learners and promote activities benefiting all children, regardless of their home language. Further research should explore the cultural background, family support, and educational policies' influence.

Authors

• Boo Young Lim, University of Oklahoma

• Vickie E. Lake, University of Oklahoma

• Elnaz Ghorbani, University of Oklahoma