Parental Beliefs, Language Practices and Language Outcomes in Spanish-English Bilingual Children

Autor/inn/en	Ronderos, Juliana; Castilla-Earls, Anny; Marissa Ramos, G.
Titel	Parental Beliefs, Language Practices and Language Outcomes in Spanish-English Bilingual Children
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 7, S.2586-2607 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ronderos, Juliana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1935439
Schlagwörter	Bilingualism; Spanish Speaking; Parent Attitudes; Predictor Variables; Language Usage; Children; Cultural Influences; Hispanic Americans; English Language Learners; Educational Environment; Family Environment; Language Proficiency; Individual Characteristics; Interpersonal Communication; Language Fluency; Texas (Houston) + Suchen Sie Ihr Suchwort? Bilingualismus; Elternverhalten; Prädiktor; Sprachgebrauch; Child; Kind; Kinder; Cultural influence; Kultureinfluss; Hispanic; Hispanoamerikaner; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Language skill; Language skills; Sprachkompetenz; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interpersonale Kommunikation
Abstract	As the U.S. population who speaks a language other than English at home continues to grow, few studies have focused on the effect of parental beliefs on the importance of bilingualism have on language outcomes of their children. In this study, we surveyed families raising Spanish-English bilingual children on their beliefs concerning both languages, language practices they implement at home, at school, and in the community, and language outcomes of their children. Using a single mediator model, this study aimed to understand the impact of parental beliefs on language outcomes in Spanish and English and the mediating effects of language practices. We then examined the individual mediating effects of language practices at home, school, and community on the relationship between parental beliefs and language outcomes for each language using a multiple mediator model. Our results suggest that parental beliefs in Spanish predict Spanish language outcomes and parental beliefs in English predict English outcomes and that practices in each language mediated this effect. In particular, we found that Spanish practices at home mediated the effect of language outcomes in Spanish and that English practices at home and in the community mediated English language outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01