Hispanic Immigrant Children's English Language Acquisition: The Role of Socioeconomic Status and Early Care Arrangement

Autor/inn/en	Bumgarner, Erin; Lin, Meiko
Titel	Hispanic Immigrant Children's English Language Acquisition: The Role of Socioeconomic Status and Early Care Arrangement
Quelle	In: Early Education and Development, 25 (2014) 4, S.515-529 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2013.822230
Schlagwörter	Hispanic Americans; Socioeconomic Status; Immigrants; Longitudinal Studies; Role; Child Care; English (Second Language); Second Language Learning; Child Care Centers; Correlation; Language Proficiency; Early Childhood Education; Low Income; Poverty; Regression (Statistics); Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Socio-economic status; Sozioökonomischer Status; Immigrant; Immigrantin; Immigranten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rollen; Kinderfürsorge; Kinderbetreuung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Child care facilities; Child care services; Kinderzentrum; Korrelation; Language skill; Language skills; Sprachkompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Niedriglohn; Armut; Regression; Regressionsanalyse
Abstract	Research Findings: Using nationally representative data from the Early Childhood Longitudinal Study-Kindergarten cohort, this study investigates whether socioeconomic status (SES) moderates the association between center-based early childhood education (ECE) and English proficiency at kindergarten entry for 1st- and 2nd-generation Hispanic immigrant children. Results show significant, positive main effects of ECE and SES on English proficiency. However, results also reveal that the association between ECE and English proficiency differs by SES. Among 1st- and 2nd-generation Hispanic children from very low-SES households, the odds of being proficient in English for children who attended ECE is more than double the odds for children who did not attend ECE. In contrast, the association between ECE and English proficiency for higher SES children did not reach significance. Additional analyses reveal similar patterns for income but not maternal education. Practice or Policy: These results highlight the need for ECE programs that target the poorest Hispanic immigrant children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10