國立虎尾科技大學 |

A Mixed-Methods Longitudinal Study : = Exploring the Home Language Maintenance and Bilingual Development of Espanol-English Bilingual Elementary-Aged Students Using a Family Language Policy Framework.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Mixed-Methods Longitudinal Study :/
其他題名:	Exploring the Home Language Maintenance and Bilingual Development of Espanol-English Bilingual Elementary-Aged Students Using a Family Language Policy Framework.
作者:	Quintero Perez, Marlen.
面頁冊數:	1 online resource (188 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
Contained By:	Dissertations Abstracts International84-06A.
標題:	Bilingual education. -
電子資源:	click for full text (PQDT)
ISBN:	9798358488649

A Mixed-Methods Longitudinal Study : = Exploring the Home Language Maintenance and Bilingual Development of Espanol-English Bilingual Elementary-Aged Students Using a Family Language Policy Framework.
Quintero Perez, Marlen.

A Mixed-Methods Longitudinal Study :Exploring the Home Language Maintenance and Bilingual Development of Espanol-English Bilingual Elementary-Aged Students Using a Family Language Policy Framework. - 1 online resource (188 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: A.

Thesis (Ph.D.)--University of California, Los Angeles, 2022.

Includes bibliographical references

The current longitudinal, mixed-methods dissertation explored how various Family Language Policy (FLP) factors (including parent and child language ideologies, practices, and management) influence Espanol-English (hereafter, EspanEng) bilingual students' home language maintenance/loss and their bilingual development. EspanEng bilingual students, who have been commonly referred to as English Learners or Emergent Bilinguals, are students whose first or home language is Spanish and who are simultaneously or sequentially acquiring English. Despite their bilingualism, EspanEng bilingual students attend schools in the United States that uphold monoglossic language ideologies, which promote English monolingualism and the separation of languages, failing to acknowledge and value their bilingual linguistic repertoire. Such monoglossic language ideologies, which promote English acquisition at the expense of students' home language development, puts EspanEng bilingual students at risk of both losing their home language and being labeled as academically and linguistically deficient. The purpose of this study was to provide an anti-deficit perspective of EspanEng bilingual students and their families by acknowledging and honoring their full linguistic repertoire, not solely their English proficiency. Interviews with eight parents and 18 EspanEng bilingual students (nine of whom are in EO classrooms and nine of whom are in DL classrooms), along with dyadic family interviews and longitudinal English and Spanish tests of achievement results for these students, informed the results of this study. In regard to FLP, students in both EO and DL classrooms were exposed to a language separation ideology both at home and at school. Most students took roles as language teachers and translators, which was an exception to the language separation ideology, while other students rejected their parents Spanish-only rule at home. While parents and children in DL classrooms identified fear of home language loss and the necessity to speak Spanish at home as motivation for their language management, parents and children in EO classrooms cited their desire to compensate for the child's lack of exposure to Spanish instruction at school, as well as traveling and future job benefits, all as motivation for their language management. For the most part, with only a few exceptions, students in both DL and EO classrooms experienced growth in their Spanish and English levels of proficiency and development. This growth may have been a sign of home language maintenance. Despite their growth, students in DL classrooms outperformed students in EO classrooms in both Spanish and English proficiency and development. Even if the tests of achievement deemed students in EO classrooms' Spanish reading, math, and writing proficiencies to be limited, students' self-reported proficiencies highlighted how these students' Spanish speaking/verbal abilities were high in that they successfully translated for their loved ones, "teach [taught]" others how to speak either Spanish or English, and communicated with linguistically diverse individuals. The findings from this study have implications for ways in which parents, students, teachers, administrators, policy makers, and other key stakeholders can foster home language maintenance and more accurately measure and honor EspanEng bilingual students' bilingual development, regardless of whether they are in DL or EO classrooms. All parents in this study aspired to raise bilingual and biliterate children but used different means (i.e., language of instruction) to meet such aspiration.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798358488649Subjects--Topical Terms:

1148431
Bilingual education.
Subjects--Index Terms:

Bilingual developmentIndex Terms--Genre/Form:

554714
Electronic books.

A Mixed-Methods Longitudinal Study : = Exploring the Home Language Maintenance and Bilingual Development of Espanol-English Bilingual Elementary-Aged Students Using a Family Language Policy Framework.
LDR:05206ntm a22004097 4500 001 1144455
005 20240611104232.5
006 m o d
007 cr mn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798358488649
035 $a (MiAaPQ)AAI30241539
035 $a AAI30241539
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Quintero Perez, Marlen. $3 1469493
245 1 2 $a A Mixed-Methods Longitudinal Study : $b Exploring the Home Language Maintenance and Bilingual Development of Espanol-English Bilingual Elementary-Aged Students Using a Family Language Policy Framework.
264 0 $c 2022
300 $a 1 online resource (188 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
500 $a Advisor: Bailey, Alison.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2022.
504 $a Includes bibliographical references
520 $a The current longitudinal, mixed-methods dissertation explored how various Family Language Policy (FLP) factors (including parent and child language ideologies, practices, and management) influence Espanol-English (hereafter, EspanEng) bilingual students' home language maintenance/loss and their bilingual development. EspanEng bilingual students, who have been commonly referred to as English Learners or Emergent Bilinguals, are students whose first or home language is Spanish and who are simultaneously or sequentially acquiring English. Despite their bilingualism, EspanEng bilingual students attend schools in the United States that uphold monoglossic language ideologies, which promote English monolingualism and the separation of languages, failing to acknowledge and value their bilingual linguistic repertoire. Such monoglossic language ideologies, which promote English acquisition at the expense of students' home language development, puts EspanEng bilingual students at risk of both losing their home language and being labeled as academically and linguistically deficient. The purpose of this study was to provide an anti-deficit perspective of EspanEng bilingual students and their families by acknowledging and honoring their full linguistic repertoire, not solely their English proficiency. Interviews with eight parents and 18 EspanEng bilingual students (nine of whom are in EO classrooms and nine of whom are in DL classrooms), along with dyadic family interviews and longitudinal English and Spanish tests of achievement results for these students, informed the results of this study. In regard to FLP, students in both EO and DL classrooms were exposed to a language separation ideology both at home and at school. Most students took roles as language teachers and translators, which was an exception to the language separation ideology, while other students rejected their parents Spanish-only rule at home. While parents and children in DL classrooms identified fear of home language loss and the necessity to speak Spanish at home as motivation for their language management, parents and children in EO classrooms cited their desire to compensate for the child's lack of exposure to Spanish instruction at school, as well as traveling and future job benefits, all as motivation for their language management. For the most part, with only a few exceptions, students in both DL and EO classrooms experienced growth in their Spanish and English levels of proficiency and development. This growth may have been a sign of home language maintenance. Despite their growth, students in DL classrooms outperformed students in EO classrooms in both Spanish and English proficiency and development. Even if the tests of achievement deemed students in EO classrooms' Spanish reading, math, and writing proficiencies to be limited, students' self-reported proficiencies highlighted how these students' Spanish speaking/verbal abilities were high in that they successfully translated for their loved ones, "teach [taught]" others how to speak either Spanish or English, and communicated with linguistically diverse individuals. The findings from this study have implications for ways in which parents, students, teachers, administrators, policy makers, and other key stakeholders can foster home language maintenance and more accurately measure and honor EspanEng bilingual students' bilingual development, regardless of whether they are in DL or EO classrooms. All parents in this study aspired to raise bilingual and biliterate children but used different means (i.e., language of instruction) to meet such aspiration.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Bilingual education. $3 1148431
650 4 $a English as a second language. $3 1148422
650 4 $a Elementary education. $3 1148439
653 $a Bilingual development
653 $a Family language policy
653 $a Home language maintenance
653 $a Longitudinal study
653 $a Mixed methods
653 $a Spanish-English bilinguals
655 7 $a Electronic books. $2 local $3 554714
690 $a 0282
690 $a 0441
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of California, Los Angeles. $b Education 0249. $3 1189681
773 0 $t Dissertations Abstracts International $g 84-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30241539 $z click for full text (PQDT)