Exploring Bidirectional Language-Behavior Influences for Spanish-English Dual Language Learning Children in Head Start

Autor/inn/en	Juhasz, Audrey C.; Boyce, Lisa K.
Titel	Exploring Bidirectional Language-Behavior Influences for Spanish-English Dual Language Learning Children in Head Start
Quelle	In: Journal of Emotional and Behavioral Disorders, 31 (2023) 3, S.191-203 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Juhasz, Audrey C.) ORCID (Boyce, Lisa K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266221100212
Schlagwörter	Receptive Language; Expressive Language; Bilingual Education; Spanish Speaking; English (Second Language); Behavior Problems; Correlation; Preschool Education; Preschool Children; Language Usage; Bilingual Students; Federal Programs; Low Income Students; Social Services; Child Behavior; Language of Instruction; Behavior Assessment System for Children; Woodcock Munoz Language Survey; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Rezeptive Kommunikationsfähigkeit; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Sprachgebrauch; Social service; Soziale Dienstleistung; Soziale Dienste; Teaching language; Unterrichtssprache
Abstract	The purpose of this exploratory study was to examine the longitudinal, bidirectional relations between receptive and expressive Spanish and English language and internalizing and externalizing behavior problems in a sample of 97 preschool children from Spanish-speaking, homes who were enrolled in a U.S. Head Start program. Eight cross-lagged path models were conducted: four for each language. Models tested the autoregressive and cross-lagged paths between two dimensions of language (expressive and receptive) and behavior problems (internalizing and externalizing) over the preschool year. Findings highlight the critical importance of the home language for children who are dual language learners and suggest programs ensure adequate home language support is available in the classroom. Future directions are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01