Major
Psychology
Anticipated Graduation Year
2021
Access Type
Open Access
Abstract
Individual differences in early language skills have lifelong consequences for children’s academic well-being. Efforts to reduce academic inequities emphasize access to high-quality language experiences. A continued reliance on research using across-group comparisons espouses a deficit perspective on learners from low-income backgrounds, including DLLs. This perspective assumes that children’s underperformance, on language-related measures, is due to low language stimulation within low-income homes. The purpose of this study is to describe the heterogeneity in DLLs’ language experiences and examine the caregiver-child language interactions associated with positive dual language skills.
Faculty Mentors & Instructors
Perla B. Gámez, Psychology department, Associate Professor; Jordan S. Perry, Developmental psychology graduate student
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Variation in Caregiver Responsivity and its Relation to Latino Dual Language Learners’ Language Skills
Individual differences in early language skills have lifelong consequences for children’s academic well-being. Efforts to reduce academic inequities emphasize access to high-quality language experiences. A continued reliance on research using across-group comparisons espouses a deficit perspective on learners from low-income backgrounds, including DLLs. This perspective assumes that children’s underperformance, on language-related measures, is due to low language stimulation within low-income homes. The purpose of this study is to describe the heterogeneity in DLLs’ language experiences and examine the caregiver-child language interactions associated with positive dual language skills.