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dc.contributor.authorMontanari, Simona
dc.contributor.authorMayr, Robert
dc.contributor.authorSubrahmanyam, Kaveri
dc.date.accessioned2020-06-04T11:03:43Z
dc.date.available2020-06-04T11:03:43Z
dc.date.issued2020-06-17
dc.identifier.citationMontanari, S., Mayr, R. and Subrahmanyam, K. (2020) 'Speech and language outcomes in low-SES Spanish-English bilingual preschoolers: the role of maternal education', International Journal of Bilingual Education and Bilingualism, pp.1-19.
dc.identifier.issn1747-7522
dc.identifier.urihttp://hdl.handle.net/10369/11052
dc.descriptionArticle published in International Journal of Bilingual Education and Bilingualism on 17 June 2020, available at: https://doi.org/10.1080/13670050.2020.1781780.en_US
dc.description.abstractThis paper presents a longitudinal examination of Spanish and English phonological, lexical, and morpho-syntactic abilities in 20 low-SES bilingual preschoolers with mothers who had either completed primary or secondary education in Spanish in their country of origin, Mexico. We focused on the link between maternal education and the following spontaneous production measures: 1) phonological accuracy as measured by Percent of Consonants Correct-Revised, 2) lexical variety as measured by Number of Different Words, and 3) utterance length as measured by Mean Length of Utterance in words; the relation between maternal education and spontaneous production was examined both a) at preschool entry, when children were on average 3;6 and dominant in Spanish, and b) a year later, after one year of exposure to the majority language (English) and culture. The results showed that although children of more educated mothers performed significantly better on all English measures than children of less educated mothers, maternal education was not related to Spanish outcomes. The same differences persisted a year later. These results suggest that maternal education may play a different, but long-lasting role in English compared to Spanish development possibly due to language input differences attributable to distinct cultural values and practices associated with different languages.en_US
dc.description.sponsorshipThis work was supported by the National Institutes of Health/National Institute of General Medical Sciences under grant #5SC3GM847583-3 to Kaveri Subrahmanyam, Marlene Zepeda, and Simona Montanari.en_US
dc.language.isoenen_US
dc.publisherTaylor and Francisen_US
dc.relation.ispartofseriesInternational Journal of Bilingual Education and Bilingualism;
dc.titleSpeech and Language Outcomes in Low-SES Spanish-English Bilingual Preschoolers: The Role of Maternal Educationen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.1080/13670050.2020.1781780
dcterms.dateAccepted2020-06-01
rioxxterms.funderCardiff Metropolitan Universityen_US
rioxxterms.identifier.projectCardiff Metropolian (Internal)en_US
rioxxterms.versionAMen_US
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden_US
rioxxterms.licenseref.startdate2020-06-04
rioxxterms.funder.project37baf166-7129-4cd4-b6a1-507454d1372een_US


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