Narrative Development in Two Languages: Cantonese-English and Spanish-English Dual Language Learners

• In Event: Furthering Language Learning Research: Key Literacy Skills and Developmental Processes

Abstract

This three-year study examined the development of narrative macrostructure in English and first language (L1) in 144 dual language learners (DLLs). Narratives were collected at three time points from kindergarten to second grade with 81 Cantonese-, and 63 Spanish-English DLLs; 85 were in bilingual and 59 were in general education programs. Individual growth modeling showed that Cantonese- and Spanish-English DLLs, in both general education and bilingual programs, had similar growth trajectories in English macrostructure. Furthermore, Spanish-English DLLs started kindergarten with higher L1 macrostructure and had steeper growth in their L1 macrostructure than the Cantonese-English DLLs. Additionally, children in bilingual programs started kindergarten with higher L1 macrostructure than those in general education programs. Implications for schools and homes will be discussed.

Authors

• Mayu Lindblad, University of California Davis

• JaNay Evonne Brown-Wood, California State University - Sacramento

• Lu Yang, KinderCare Learning Companies

• Emily Mak, University of California - Davis

• Maria Belen Buttiler, University of California - Davis

• Yuuko Uchikoshi, University of California - Davis