Relating Language Richness at Home to Chinese Dual Language Learners' Receptive Vocabulary and Language Comprehension

• In Event: Effects of Family Support and Interactions on Young Children

Abstract

Dual language learners (DLLs) are an increasing population in the United States. Much of the studies to date focused on Spanish-English DLLs. There is little research examining Chinese-English DLLs’ language development and experiences in early childhood years. This paper examined Chinese DLLs’ development of receptive vocabulary and language comprehension during the preschool/pre-k year. Results indicated that Chinese DLLs’ vocabulary but not language comprehension showed significant growth during the year. Furthermore, the richness of DLLs’ language experiences (e.g., frequency of bookreading) was a significant predictor of Chinese DLLs’ vocabulary and language comprehension in the respective language. Thus, supporting families to provide rich language experiences in both English and the home language may hold key to fostering successful dual language development.

Authors

• Eva Liang, Brooklyn College

• Lulu Song, The City University of New York - Brooklyn College

• Li Sheng, University of Delaware

• Molly Ye, Hunter College

• David Wong, Brooklyn College

• Yingying Lao, Brooklyn College

• Danyang Wang, University of Delaware