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dc.contributor.advisorHammer, Carol Scheffner
dc.creatorCycyk, Lauren Marie
dc.date.accessioned2020-10-21T14:27:15Z
dc.date.available2020-10-21T14:27:15Z
dc.date.issued2016
dc.identifier.other965642480
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1044
dc.description.abstractThis two-part dissertation investigated the home language experiences and language development of 35 toddler-aged children from low-income Mexican immigrant families. These children represent a rapidly growing demographic in the United States. Because early language abilities are closely linked to later academic success, understanding the characteristics of the early language learning experiences provided in the homes of Mexican immigrant children is a foundational step to supporting their strengths and needs prior to formal school entry. In the first study of this dissertation, semi-structured interviews were conducted with the children’s mothers regarding the everyday activity settings of their young children. Degree of maternal acculturation was also assessed. Commonalities and variations in mothers’ values, beliefs, and practices regarding language teaching and learning were revealed. The commonalities included attention towards children’s early behavior and social skills, collective child-rearing practices, emphasis on the family unit and Mexican identity, and support for Spanish-English language learning and educational success, among others. A limited number of variations were also found to be associated with mothers’ affiliation with Anglo-American culture. In the second study, naturalistic recordings of the toddlers' language input in the home were analyzed in-depth to describe features of the quantity and quality of the input to which children were exposed. A wide range of variability in children’s quantity and quality was found. In addition, the relative amount of Spanish and English spoken to children was determined. Spanish was the primary language used with children, although English was also used in most homes. Children’s productive vocabulary in both languages was further measured contemporaneously; total vocabulary size ranged widely across children. There were no associations revealed between the characteristics of children’s language input quantity and quality and their productive vocabulary, although quantity and quality were related to one another. Implications of both studies to early childhood researchers and practitioners focused on early language development, including speech-language pathologists, are discussed.
dc.format.extent210 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectSpeech Therapy
dc.subjectHispanic American Studies
dc.subjectEducation, Early Childhood
dc.subjectActivity Settings
dc.subjectEarly Language Input
dc.subjectInfants and Toddlers
dc.subjectLanguage Development
dc.subjectLanguage Socialization
dc.subjectMexican Immigrants
dc.titleEarly Language Learning and Teaching of Toddlers from Mexican Immigrant Homes
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberIglesias, Aquiles
dc.contributor.committeememberCucchiara, Maia Bloomfield
dc.contributor.committeememberReilly, Jamie
dc.contributor.committeememberGrasmuck, Sherri
dc.description.departmentCommunication Sciences
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1026
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-21T14:27:15Z


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