Parent's perceptions of language proficiency in their bilingual children
- WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
- Olivia Stephanie Cobian Marquez (Creator)
- Institution
- Western Carolina University (WCU )
- Web Site: http://library.wcu.edu/
- Advisor
- Lori Unruh
Abstract: Although language proficiency in bilingual children is often viewed as delayed, it is not ethically correct to compare language development in monolingual children to language development in bilingual children (Fleischman et al, 2010; Prevoo et al., 2016; Fernandez & Inserra, 2013). Research shows there are various factors that contribute to a bilingual child’s level of language proficiency in each language a child is exposed to and educated in; however, the research on parental perspectives of language development and resulting proficiency in bilingual children is limited. This study investigated the relationship between factors such as early social interactions children engage in, their exposure to child directed speech, their parents’ education, parent/child relationships in relevance to acculturation level and beliefs, and parent perceptions on their bilingual child’s level of language proficiency. An adaptation of the Parents of Bilingual Children Questionnaire, originally developed by Tuller and colleagues following the COST Action IS0804 in several countries, was developed to analyze the relationship between parental perceptions of language proficiency and the factors affecting it. Recruitment occurred through Facebook pages in Western North Carolina, and the survey, available from June 02, 2023, to August 6, 2023, was presented in both English and Spanish. The survey was started by 112 participants, however, despite their initial interest, only 13 completed the survey from beginning to end, posing a challenge on statistical analyses. Therefore, descriptive data from these completions were analyzed. Results supported the existing research regarding the factors that affect parental perceptions on their bilingual child’s level of language proficiency. More specifically, they supported that most bilingual children meet language milestones within the expected ranges for monolingual children; they support the research that frequent use of child directed speech, higher levels of initiation of interactions and one-to-one interactions, and parental beliefs in relevance to acculturation and language-based activities as well as educational involvement all directly affect language proficiency in bilingual children according to parent perspectives. The effects of parental education on a bilingual child’s level of language proficiency, however, could not be confirmed or denied by this study due to the similarities in educational backgrounds within the participants.
Parent's perceptions of language proficiency in their bilingual children
PDF (Portable Document Format)
403 KB
Created on 4/1/2024
Views: 2
Additional Information
- Publication
- Thesis
- Language: English
- Date: 2024
- Subjects
- Bilingualism in children
- Language acquisition
- Parent and child