Validating Language Acquisition Theory by Exploring Home Language Exposure and Use Among Young Latino DLLs

• In Event: 2-094 - Social Language Ecology in Dual Language Learners in the U.S.

Integrative Statement

Language acquisition theorists emphasize the important role exposure and use of language play in the normative development of oral language skills among young children (Hoff, 2016; Tomasello, 2003). Researchers have also determined that both quantity and quality of language are important in the attainment of advanced language in monolingual children (Fernald, Marchman, & Weisleder, 2013). Dual language learner (DLL) children are learning more than one language at home. Eco-cultural theory identifies DLL children as developing within the culture of the home (Weisner, 2002). Therefore, it is necessary to account for the multiple languages present in the home when studying the language development of DLLs. Researchers such as Pearson (2007) have identified that infants and toddlers need a minimum of 20% exposure to each language to become a productive speaker of the language. Less is known about the home language experiences of preschool-aged DLLs.

In the current study we calculated home language exposure and use of Spanish and English for 371 low-income Latino DLLs attending Head Start programs in the Southeast U.S. (Age: M = 58.53 months (SD = 6.79)). Mothers immigrated from 15 different Latin American countries, while 92% of the children were born in the U.S. We then examined the relationship between exposure and use of language (Spanish and English) at home and the children’s oral language skills. Exposure was measured by asking the primary caregiver how often each family member speaks with the child in each language (Spanish/ English). Use was measured by asking the primary caregiver how often the child speaks to each family member in each language (Spanish/ English). A composite language index was developed to represent each variable, with a higher number representing more Spanish. Then a hierarchical linear regression analysis was run for each of the three dependent variables (i.e., receptive language (PPVT/TVIP), expressive language (Woodcock-Johnson/ Woodcock-Muñoz NU Picture Vocabulary Subtest), and oral comprehension (Woodcock-Johnson/ Woodcock-Muñoz NU)) in each language using SPSS v24.

Raw scores were used in the analysis as two different measures were used; therefore, the child’s age was entered first into the model, followed by Spanish exposure, and then Spanish use. Study 2 Table 1 provides descriptive data on the measures, while Study 2 Table 2 provides the significant regression findings. These findings show that children who heard English at home performed better on both the receptive and expressive English vocabulary measures. Children who used more English at home performed better on the expressive English vocabulary measure. Specifically, there was an inverse relationship between Spanish exposure and use at home and children’s scores on these measures. Children who heard more Spanish at home performed better on the Spanish oral comprehension measure. These findings validate the language usage theories within a dual language learner population. Understanding the home language environment of DLLs is critical as we continue to use language assessments to identify children for early intervention. Knowing which languages the DLL child is exposed to and uses at home can inform the decision making process in regards to language of testing.

Author

• Lisa Lopez, University of South Florida
  Presenting Author