PDF(Pubmed)
Abstract：
UNASSIGNED: The benefits of dual-language immersion (DLI) versus English-only classrooms for minority-language speakers\' acquisition of English have been well documented. However, less is known about the effect(s) of DLI on majority-language speakers\' native English skills. Prior studies largely used accuracy-focused measures to index children\'s language skills; it is possible that processing-based tasks are more sensitive to the effects of DLI experience.
UNASSIGNED: Thirty-three monolingual native English-speaking children attending English-only classrooms and thirty-three English-speaking children attending English-Spanish DLI matched in age, gender, nonverbal IQ, and socio-economic status were tested twice, 1 year apart, on standardized and processing-based measures of English vocabulary and morphosyntax.
UNASSIGNED: We ran linear mixed-effects models to examine the extent to which group and time would predict scores on knowledge-based measures of vocabulary and morphosyntactic knowledge, as well as accuracy and reaction times on processing-based measures of English vocabulary and morphosyntax.
UNASSIGNED: Results revealed comparable levels of growth in English for both groups. A subtle effect of DLI was observed on a lexical-decision task: bilinguals were slower in Year 1 but both groups were equally efficient in Year 2. These results indicate that DLI programs have minimal impact on majority-language speakers\' native-language skills in the age-range tested.
UNASSIGNED: This study is the first to longitudinally examine processing-based native language outcomes in bilingual children in DLI classrooms.
UNASSIGNED: We do not find evidence that DLI exposure carries a cost to native language development, even when indexed by processing measures. This should reassure parents, educators, and policymakers in that there are no downsides to DLI.
UNASSIGNED: Thirty-three monolingual native English-speaking children attending English-only classrooms and thirty-three English-speaking children attending English-Spanish DLI matched in age, gender, nonverbal IQ, and socio-economic status were tested twice, 1 year apart, on standardized and processing-based measures of English vocabulary and morphosyntax.
UNASSIGNED: We ran linear mixed-effects models to examine the extent to which group and time would predict scores on knowledge-based measures of vocabulary and morphosyntactic knowledge, as well as accuracy and reaction times on processing-based measures of English vocabulary and morphosyntax.
UNASSIGNED: Results revealed comparable levels of growth in English for both groups. A subtle effect of DLI was observed on a lexical-decision task: bilinguals were slower in Year 1 but both groups were equally efficient in Year 2. These results indicate that DLI programs have minimal impact on majority-language speakers\' native-language skills in the age-range tested.
UNASSIGNED: This study is the first to longitudinally examine processing-based native language outcomes in bilingual children in DLI classrooms.
UNASSIGNED: We do not find evidence that DLI exposure carries a cost to native language development, even when indexed by processing measures. This should reassure parents, educators, and policymakers in that there are no downsides to DLI.
摘要：
■双语言沉浸式（DLI）与仅使用英语的教室对少数语言使用者的英语习得的好处已经有据可查。然而,关于DLI对大多数语言使用者的母语英语技能的影响知之甚少。先前的研究主要使用以准确性为中心的指标来索引儿童的语言技能；基于处理的任务可能对DLI经验的影响更敏感。
■33名以英语为母语的单语英语儿童参加英语-西班牙语DLI课程，年龄匹配，性别,非语言智商,社会经济地位进行了两次测试，相隔一年,关于英语词汇和形态句法的标准化和基于处理的度量。
■我们运行了线性混合效应模型，以检查小组和时间在多大程度上可以预测基于知识的词汇和形态句法知识度量的分数，以及基于处理的英语词汇和形态语法度量的准确性和反应时间。
■结果显示两组的英语增长水平相当。在词汇决策任务中观察到DLI的微妙影响：双语者在第1年的速度较慢，但两组在第2年的效率相同。这些结果表明，在测试的年龄范围内，DLI程序对多数语言使用者的母语技能影响最小。
■这项研究是第一个纵向检查DLI教室中双语儿童基于处理的母语结果的研究。
■我们没有发现证据表明DLI暴露会给母语开发带来成本，即使按处理措施索引。这应该让父母放心，教育工作者,和政策制定者，因为DLI没有缺点。
■33名以英语为母语的单语英语儿童参加英语-西班牙语DLI课程，年龄匹配，性别,非语言智商,社会经济地位进行了两次测试，相隔一年,关于英语词汇和形态句法的标准化和基于处理的度量。
■我们运行了线性混合效应模型，以检查小组和时间在多大程度上可以预测基于知识的词汇和形态句法知识度量的分数，以及基于处理的英语词汇和形态语法度量的准确性和反应时间。
■结果显示两组的英语增长水平相当。在词汇决策任务中观察到DLI的微妙影响：双语者在第1年的速度较慢，但两组在第2年的效率相同。这些结果表明，在测试的年龄范围内，DLI程序对多数语言使用者的母语技能影响最小。
■这项研究是第一个纵向检查DLI教室中双语儿童基于处理的母语结果的研究。
■我们没有发现证据表明DLI暴露会给母语开发带来成本，即使按处理措施索引。这应该让父母放心，教育工作者,和政策制定者，因为DLI没有缺点。
