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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: 'The role of home literacy and language environment on bilinguals'' English and Spanish vocabulary development'
Author: ElisabethDuursma
Institution: 'Harvard Graduate School of Education'
Author: SilviaRomero-Contreras
Institution: 'Harvard Graduate School of Education'
Author: AnnaSzuber
Institution: 'Harvard Graduate School of Education'
Author: PatrickProctor
Institution: 'Harvard Graduate School of Education'
Author: CatherineESnow
Institution: 'Harvard University'
Author: DianeAugust
Institution: 'Center for Applied Linguistics'
Author: MargaritaCalderón
Institution: 'Center for Research on the Education of Students Placed At Risk'
Linguistic Field: 'Psycholinguistics'
Subject Language: 'English'
' Spanish'
Abstract: For the monolingual population, research has shown that vocabulary knowledge is closely related to reading achievement. However, the role of vocabulary has not been studied as extensively in the bilingual population. It is important to look at vocabulary to better understand reading achievement in the bilingual population in the United States. This study investigated the predictors of Spanish and English vocabulary for 96 fifth-grade Latino English language learners. Our results suggest that becoming or staying proficient in English did not require parental use of English in the home. However, proficiency in Spanish required both instructional support at school and social support at home; it is likely that the low social status of Spanish is related to its greater dependence on home support.

CUP at LINGUIST

This article appears in Applied Psycholinguistics Vol. 28, Issue 1, which you can read on Cambridge's site .



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