移民是一个复杂的过程,经济,和政治原因。在美国,父母总数的近四分之一是0-10岁儿童的移民父母。移民父母将他们的文化和语言中的价值观传递给孩子。此外,他们可能会经历一个被称为文化适应的文化和心理变化过程。研究表明,文化适应可能与父母教养方式和青少年的心理健康和行为问题有关。然而,对移民父母之间的联系知之甚少,他们的母语和识字实践,和他们的双语儿童的语言技能。这项研究探讨了移民原因之间的关系,父母的文化适应,家庭语言和识字实践,和儿童表达词汇在英语和他们的遗产语言(HL)。一组190名西班牙语-英语(N=66)和中英文(N=124)双语学习者(DLL)(平均年龄=48.98个月)及其中国和墨西哥父母(移民平均年龄=18.57和21.38岁分别参加。频率统计显示,墨西哥裔美国人家庭移民到美国主要是出于多种原因,包括加入家庭成员,结婚,寻找更好的教育或工作机会,而大多数美籍华人家庭移民只是出于家庭原因。路径分析模型表明,对于这两个文化群体来说,西班牙语和汉语的语言输入介导了父母的文化取向和DLL的HL表达词汇之间的关系。这些发现强调,尽管移民家庭的异质性和学龄前DLL词汇技能的变异性,移民父母和双语儿童之间存在一些相似之处。对文化适应实践和家庭语言使用的更深入了解可以帮助教育工作者更好地支持来自不同背景的儿童,并在课堂上提高文化意识和敏感性。
Migration is a complex process associated with a range of social, economic, and political reasons. In the U.S., almost one-quarter of the total population of parents are immigrant parents of children ages 0-10. Immigrant parents transmit values from their culture of origin as well as their language to their children. Additionally, they may undergo a process of cultural and psychological change known as acculturation. Research has shown that acculturation can be linked to parenting styles and adolescents\' psychological well-being and behavioral problems. However, little is known about the associations among immigrant parents\' acculturation, their home language and literacy practices, and their bilingual children\'s language skills. This study explores the relationships among reasons for migration, parental acculturation, home language and literacy practices, and child expressive vocabulary in English and their heritage language (HL). A group of 190 Spanish-English (N = 66) and Chinese-English (N = 124) dual language learners (DLLs) (mean age = 48.98 months) and their Chinese and Mexican parents (mean age of migration = 18.57 and 21.38 years old respectively participated. Frequency counts revealed that Mexican American families migrated to the U.S. mostly for multiple reasons, including joining family members, getting married, and looking for better education or job opportunities, whereas most Chinese American families migrated for family reasons only. Path analysis models showed that, for both cultural groups, language input in Spanish and Chinese mediated the relationship between parents\' cultural orientations and DLLs\' HL expressive vocabulary. These findings emphasize that despite the heterogeneity of immigrant families and the variability in DLLs\' vocabulary skills in preschool, there exist some similarities across immigrant parents and bilingual children. A deeper understanding of acculturation practices and home language use can help educators better support children from diverse backgrounds and promote cultural awareness and sensitivity in the classroom.