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Language Input and Outcomes in Bilin...

Payesteh, Bita.

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Language Input and Outcomes in Bilingual Persian-English Children Attending an Immersion Preschool.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Language Input and Outcomes in Bilingual Persian-English Children Attending an Immersion Preschool./
作者:	Payesteh, Bita.
面頁冊數:	106 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
標題:	Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3728191
ISBN:	9781339135656

Language Input and Outcomes in Bilingual Persian-English Children Attending an Immersion Preschool.
Payesteh, Bita.

Language Input and Outcomes in Bilingual Persian-English Children Attending an Immersion Preschool. - 106 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (Ph.D.)--University of Minnesota, 2015.

Background: Despite the growing number of Persian-speaking people in the U.S., little is known regarding the language development of children learning Persian and English. Researchers studying Persian or Persian-English speakers typically only investigate one or two very specific areas of speech or language. However, there is no research examining how the amount of exposure to Persian and English and the amount of Persian and English spoken by children influences their language skills (e.g., vocabulary, morphosyntax).

ISBN: 9781339135656Subjects--Topical Terms:

643551
Language.

Language Input and Outcomes in Bilingual Persian-English Children Attending an Immersion Preschool.
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245 1 0 $a Language Input and Outcomes in Bilingual Persian-English Children Attending an Immersion Preschool.
300 $a 106 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500 $a Advisers: Lizbeth H. Finestack; Kathryn J. Kohnert.
502 $a Thesis (Ph.D.)--University of Minnesota, 2015.
520 $a Background: Despite the growing number of Persian-speaking people in the U.S., little is known regarding the language development of children learning Persian and English. Researchers studying Persian or Persian-English speakers typically only investigate one or two very specific areas of speech or language. However, there is no research examining how the amount of exposure to Persian and English and the amount of Persian and English spoken by children influences their language skills (e.g., vocabulary, morphosyntax).
520 $a Method: Participants were two groups of preschool children, Persian-English bilingual (BI) children (n = 15) and English-only speaking (EO) children (n = 17); all children were 2 through 5 years of age. BI children attended a Persian immersion preschool in the San Francisco area and EO children attended English-only preschools in the Minneapolis area. BI participants completed a series of vocabulary and morphosyntax tasks in Persian and English; EO participants completed the same English series.
520 $a Results: Results indicate a) no significant differences between the English scores of the BI and EO groups, b) significant differences in the BI group's English and Persian scores, c) significant cross-domain relationships within Persian and within English for the BI group, d) significant cross-linguistic relationships for Persian and English vocabulary and Persian and English morphosyntax, and e) notable trends that highlight the impact of the amount of parental language input and child language production on language skills.
520 $a Conclusion: Across all the analyses, study results consistently suggest that greater heritage language support is beneficial for bilingual children and not detrimental to language development of the majority language, English.
590 $a School code: 0130.
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650 4 $a Early childhood education. $3 518817
650 4 $a Middle Eastern studies. $3 3168421
650 4 $a Bilingual education. $3 2122778
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710 2 $a University of Minnesota. $b Speech-Language-Hearing Sciences. $3 3170387
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792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3728191