Divergent Sociocultural and Socioeconomic Predictors of Spanish and English Proficiencies of Latino Children of Immigrants

• In Event: Sheraton Roundtable Session 17
  In Roundtable Session: Literature, Bilingualism, and Children's Voices in Schools

Abstract

This study investigates family and language factors at both home and preschool settings as predictors of Spanish and English language proficiencies among second-generation Latino children of immigrants (n=228). ANOVAs supported divergent groupings of predictors of Spanish and English language proficiencies at kindergarten and second grade. Sociocultural variables (parent origin, gender, home language use, home literacy practices, and language use in early childhood settings) predicted children’s Spanish proficiency, while socioeconomic variables (poverty, and maternal and paternal education) predicted children’s English proficiency, with little to no overlap in these associations. The findings provide evidence for sociocultural and socioeconomic factors which educators can use to help identify dual language development support and intervention efforts which may result in higher school readiness and achievement.

Authors

• Brian A. Collins, Hunter College - CUNY

• Claudio O. Toppelberg, Harvard University