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Relevance of Individual and Family Environment Factors for Young Children’s Language Use and Language Skills
Sat, April 11, 11:45am to 1:15pm PDT (11:45am to 1:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 3rd Floor, Georgia ISession Type: Symposium
Abstract
In light of the growing linguistic and social diversity in education, this symposium features four interconnected papers exploring how language interactions and language development in early childhood (ages 2-6) are shaped by home environment structures and processes, such as socioeconomic status, acculturation, code-switching, home literacy environment, as well as individual factors, such as prior knowledge. The session aims to improve understanding of language development in children from diverse linguistic and social backgrounds, including multilingual learners and low-income students. Together, the studies offer future perspectives on enhancing (multilingual) language learning and providing tailored educational support to promote equity in education and society.
Sub Unit
Chair
Papers
The Role of Parental Acculturation in Immigrant Families' Language Interactions at Home - Maria Belen Buttiler, University of California - Davis; Qing Zhou, University of California - Berkeley; Yuuko Uchikoshi, University of California - Davis
Mother, Father, and Child Code Switching and Links to Child Language Development - Amy Pace, University of Washington; Ines Juhee Sohn, University of Washington; Sara Kover, University of Washington; Bonnie Lau, University of Washington
The Impact of Home Language, SES, and Shared Reading Practices for First-Graders’ Grammatical Skills - Svenja Wehrhöfer, TU Dortmund University; Leonie Dargiewicz, Technische Universität Dortmund; Fani Lauermann, University of Bonn; Ulrich Ludewig, TU Dortmund University; Nele McElvany, TU Dortmund University; Annika Ohle-Peters, TU Dortmund University
The Benefits of Reading Digital Storybooks with Animations Among Low-Income Preschoolers - Claire Seung-Hee Son, University of Utah