Skip to main content
SpringerLink
Log in

Conceptualizing Variability in U.S. Latino Children’s Dual-Language Development

  • Chapter
  • First Online:
Handbook on Positive Development of Minority Children and Youth

Abstract

Approximately 25 % of the population of children in the United States comes from Latino families, many of whom are immigrants and speak Spanish in the home, and this number is steadily growing. However, research on dual-language learning Latino children is lacking, especially in the field of language development. In order to move toward a framework of positive development of Latino children, it is important to understand the inter- and intra-individual variability that exists within language development of the DLL population in order to highlight their unique skills and advantages that extend beyond the domain of language. Moreover, a focus on variability can prevent negative biases and help researchers and practitioners better support young DLLs in their early education. Accordingly, this chapter presents two main research questions: 1) What does the early language variability of young Latino DLLs look like? 2) What factors might contribute to this variability?

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 229.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 299.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 299.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Akhtar, N., & Menjivar, J. A. (2012). Cognitive and linguistic correlates of early exposure to more than one language. In J. B. Benson (Ed.), Advances in child development and behavior (Vol. 42, pp. 41–78). Amsterdam: Elsevier.

    Google Scholar 

  • Anderson, R. T. (2012). First language loss in Spanish-speaking children: Patterns of loss and implications for clinical practice. In B. A. Goldstein (Ed.), Bilingual language development & disorders in Spanish–English speakers (pp. 193–212). Baltimore, MD: Paul H. Brookes Publishing Co.

    Google Scholar 

  • Arriagada, P. A. (2005). Family context and Spanish-language use: A study of Latino children in the United States. Social Science Quarterly, 86, 599–619.

    Google Scholar 

  • Baker, L., Serpell, R., & Sonnenschein, S. (1995). Opportunities for literacy learning in the homes of urban preschoolers. In L. Morrow (Ed.), Family literacy: Connections in schools and communities. Newark: International Reading Association.

    Google Scholar 

  • Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29, 159–163.

    Google Scholar 

  • Barron-Hauwaert, S. (2011). Bilingual siblings: Language use in families. Clevedon: Multilingual Matters.

    Google Scholar 

  • Barrueco, S., López, M. L., Ong, C. A., & Lozano, P. (2012). Assessing Spanish–English bilingual preschoolers: A guide to best measures and approaches. Baltimore, MD: Brookes Publishing.

    Google Scholar 

  • Bialystok, E. (2015). Bilingualism and the development of executive function: The role of attention. Child Development Perspectives, 9, 117–121.

    PubMed  PubMed Central  Google Scholar 

  • Bialystok, E., & Feng, X. (2011). Language proficiency and its implications for monolingual and bilingual children. In A. Y. Durgunoğlu & C. Goldenberg (Eds.), Language and literacy development in bilingual settings (pp. 121–138). New York, NY: Guilford Press.

    Google Scholar 

  • Bohman, T. M., Bedore, L. M., Peña, E. D., Mendez-Perez, A., & Gillam, R. B. (2010). What you hear and what you say: Language performance in Spanish–English bilinguals. International Journal of Bilingual Education and Bilingualism, 13, 325–344.

    PubMed  PubMed Central  Google Scholar 

  • Bornstein, M. H., Hahn, C., Bell, C., Haynes, O. M., Slater, A., Golding, J., et al. (2006). Stability in cognition across early childhood: A developmental cascade. Psychological Science, 17, 151–158. doi:10.1111/j.1467-280.2006.01678.x

    PubMed  Google Scholar 

  • Bornstein, M. H., Tamis-LeMonda, C. S., Hahn, C., & Haynes, O. M. (2008). Maternal responsiveness to young children at three ages: Longitudinal analysis of a multidimensional, modular, and specific parenting construct. Developmental Psychology, 44, 867–874. doi:10.1037/0012-1649.44.3.867

    PubMed  Google Scholar 

  • Brisk, M. E., & Harrington, M. M. (2007). Literacy and multilingualism: A handbook for all teachers (2nd ed.). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187–249.

    Google Scholar 

  • Cabrera, N. J., Ethnic, The S. C. R. D., & Committee, Racial Issues. (2013). Positive development of minority children. Social Policy Report, 27, 3–22.

    Google Scholar 

  • Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D., et al. (2004). Closing the gap: Addressing the vocabulary needs for English language learners in multilingual and mainstream classrooms. Reading Research Quarterly, 39, 188–215. doi:10.1598/RRQ.39.2.3

    Google Scholar 

  • Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11, 282–298.

    PubMed  PubMed Central  Google Scholar 

  • Castro, D. C., García, E. E., & Markos, A. M. (2013). Dual language learners: Research informing policy. Chapel Hill, NC: The University of North Carolina, Frank Porter Graham Child Development Institute.

    Google Scholar 

  • Collins, B. A., O’Connor, E. E., Suarez-Orozco, C., Nieto-Castanon, A., & Toppelberg, C. O. (2014). Dual language profiles of Latino children of immigrants: Stability and change over the early school years. Applied Psycholinguistics, 35, 581–620.

    PubMed  Google Scholar 

  • Conboy, B. T., & Mills, D. L. (2006). Two languages, one developing brain: Event-related potentials to words in bilingual toddlers. Developmental Science, 9, F1–F12.

    PubMed  Google Scholar 

  • Conboy, B. T., & Thal, D. J. (2006). Ties between the lexicon and grammar: Cross-sectional and longitudinal studies of bilingual toddlers. Child Development, 77, 712–735.

    PubMed  Google Scholar 

  • Costa, A., & Sebastián-Gallés, N. (2014). How does the bilingual experience sculpt the brain? Nature Reviews Neuroscience, 15, 336–345.

    PubMed  PubMed Central  Google Scholar 

  • Crosnoe, R. (2009). Low-income students and the socioeconomic composition of public high schools. American Sociological Review, 74, 709–730.

    PubMed  PubMed Central  Google Scholar 

  • Denham, S. A., Brown, C., & Domitrovich, C. E. (2011). Plays nice with others’: Social emotional learning and academic success. Corrigendum. Early Education and Development, 22, 180.

    Google Scholar 

  • Duursma, E., Pan, B. A., & Raikes, H. (2008). Predictors and outcomes of low-income fathers’ reading with their toddlers. Early Childhood Research Quarterly, 23, 351–365.

    Google Scholar 

  • Fenson, L., Dale, P. S., Reznick, J. S., Thal, D., Bates, E., Hartung, J. P., et al. (2004). Macarthur communicative development inventories: User’s guide and technical manual. Baltimore, MD: Brookes.

    Google Scholar 

  • Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16, 234–248.

    PubMed  Google Scholar 

  • Fernald, A., Zangl, R., Portillo, A. L., & Marchman, V. A. (2008). Looking while listening: Using eye movements to monitor spoken language comprehension by infants and Young children. In I. Sekerina, E. M. Fernández, & H. Clahsen (Eds.), Developmental psycholinguistics: On-line methods in children’s language processing (pp. 97–135). Amsterdam: John Benjamins.

    Google Scholar 

  • Galindo, C., & Fuller, B. (2010). The social competence of Latino kindergartners and growth in mathematical understanding. Developmental Psychology, 46, 579–592.

    PubMed  Google Scholar 

  • García, E., & García, E. (2012). Understanding the language development and early education of Hispanic children. New York: Teachers College Press.

    Google Scholar 

  • García, E., & Jensen, B. (2009). Early educational opportunities for children of Hispanic origins. Social Policy Report, 23, 1–20.

    Google Scholar 

  • Genesee, F. (1989). Early bilingual development: One language or two? Journal of Child Language, 16, 161–179.

    PubMed  Google Scholar 

  • Genesee, F., Nicoladis, E., & Paradis, J. (1995). Language differentiation in early bilingual development. Journal of child language, 22, 611–632.

    PubMed  Google Scholar 

  • Goldstein, M. H., & Schwade, J. (2010). From birds to words: Perception of structure in social interactions guides vocal development and language learning. In M. S. Blumberg, J. H. Freeman, & S. R. Robinson (Eds.), The Oxford handbook of developmental behavioral neuroscience (pp. 708–729). Oxford: Oxford University Press.

    Google Scholar 

  • Gutiérrez, K. D., Zepeda, M., & Castro, D. C. (2010). Advancing early literacy learning for all children implications of the NELP report for dual-language learners. Educational Researcher, 39, 334–339.

    Google Scholar 

  • Hagan, J. F., Shaw, J. S., & Duncan, P. M. (2008). AAP bright futures: Guidelines for health supervision of infants, children, and adolescents. Pediatrics.

    Google Scholar 

  • Hammer, C. S., Davison, M. D., Lawrence, F. R., & Miccio, A. W. (2009). The effect of maternal language on bilingual children’s vocabulary and emergent literacy development during head start and kindergarten. Scientific Studies of Reading, 13, 99–121.

    PubMed  PubMed Central  Google Scholar 

  • Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D. C., & Sandilos, L. E. (2014). The language and literacy development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29, 715–733.

    PubMed  PubMed Central  Google Scholar 

  • Hammer, C. S., Komaroff, E., Rodriguez, B. L., Lopez, L. M., Scarpino, S. E., & Goldstein, B. (2012). Predicting Spanish–English bilingual children’s language abilities. Journal of Speech, Language, and Hearing Research, 55, 1251–1264.

    PubMed  PubMed Central  Google Scholar 

  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experiences of young American children. Baltimore, MD: Brookes.

    Google Scholar 

  • Hernandez, D. (2006). Young Hispanic children in the US: A demographic portrait based on Census 2000. Report to the National Task Force on Early Childhood Education for Hispanics. Tempe, AZ: Arizona State University.

    Google Scholar 

  • Hernandez, D. J., Denton, N. A., & Macartney, S. E. (2007). Demographic trends and the transition years. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 217–282). Baltimore, MD: Brookes.

    Google Scholar 

  • Hernandez, D. J., Denton, N. A., & Macartney, S. E. (2008). Children in immigrant families: Looking to America’s future. Social Policy Report, 21, 3–22.

    Google Scholar 

  • Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York, NY: Oxford University Press.

    Google Scholar 

  • Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early language vocabulary development via maternal speech. Child Development, 74, 1368–1378.

    PubMed  Google Scholar 

  • Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55–88. doi:10.1016/j.dr.2005.11.002.

    Google Scholar 

  • Hoff, E. (2009). Language development at an early age: Learning mechanisms and outcomes from birth to five years. Encyclopedia on early childhood development, pp. 1–5.

    Google Scholar 

  • Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39, 1–27.

    PubMed  Google Scholar 

  • Hurtado, N., Grüter, T., Marchman, V. A., & Fernald, A. (2014). Relative language exposure, processing efficiency and vocabulary in Spanish–English bilingual toddlers. Bilingualism: Language and Cognition, 17, 189–202. doi:10.1017/S136672891300014X.

    Google Scholar 

  • Hurtado, N., Marchman, V. A., & Fernald, A. (2008). Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish-learning children. Developmental Science, 11, F31–D39. doi:10.1111/j.1467-7687.2008.00768.x.

    PubMed  PubMed Central  Google Scholar 

  • Hurtado, A., & Vega, L. A. (2004). Shift happens: Spanish and English transmission between parents and their children. Journal of Social Issues, 60, 137–155.

    Google Scholar 

  • Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. (2010). Sources of variability in children’s language growth. Cognitive Psychology, 61, 343–365.

    PubMed  PubMed Central  Google Scholar 

  • Iglesias, A., & Rojas, R. (2012). Bilingual language development of English language learners: Modeling the growth of two languages. In B. A. Goldstein (Ed.), Bilingual language development & disorders in Spanish–English speakers (2nd ed., pp. 1–30). Baltimore, MD: Brooke.

    Google Scholar 

  • Jackson-Maldonado, D., Thal, D. J., Fenson, L., Marchman, V. A., Newton, T., & Conboy, B. (2003). MacArthur Inventarios del Desarrollo de Habilidades Comunicativas: User’s guide and technical manual [MacArthur Communicative Development Inventory: User’s guide and technical manual]. Baltimore, MD: Brookes.

    Google Scholar 

  • Kovács, Á. M., & Mehler, J. (2009). Cognitive gains in 7-month-old bilingual infants. Proceedings of the National Academy of Sciences, 106, 6556–6560.

    Google Scholar 

  • Kovelman, I., Baker, S. A., & Petitto, L. A. (2008a). Age of first bilingual language exposure as a new window into bilingual reading development. Bilingualism: Language and Cognition, 11, 203–223.

    Google Scholar 

  • Kovelman, I., Baker, S. A., & Petitto, L. A. (2008b). Bilingual and monolingual brains compared: A functional magnetic resonance imaging investigation of syntactic processing and a possible “neural signature” of bilingualism. Journal of Cognitive Neuroscience, 20, 153–169.

    PubMed  PubMed Central  Google Scholar 

  • Kroll, J. F., Bobb, S. C., & Hoshino, N. (2014). Two languages in mind: Bilingualism as a tool to investigate language, cognition, and the brain. Current Directions in Psychological Science, 23, 159–163.

    PubMed  PubMed Central  Google Scholar 

  • Luk, G., Bialystok, E., Craik, F. I. M., & Grady, C. L. (2011). Lifelong bilingualism maintains white matter integrity in older adults. The Journal of Neuroscience, 31, 16707–16813.

    Google Scholar 

  • Magnuson, K., Lahaie, C., & Waldfogel, J. (2006). Preschool and school readiness of children of immigrants. Social Science Quarterly, 87(1241), 1262.

    Google Scholar 

  • Marchman, V. A., & Fernald, A. (2008). Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood. Developmental Science, 11, F9–F16.

    PubMed  PubMed Central  Google Scholar 

  • Marchman, V. A., Fernald, A., & Hurtado, N. (2010). How vocabulary size in two languages relates to efficiency in spoken word recognition by young Spanish–English bilinguals. Journal of Child Language, 37(4), 817–840.

    Google Scholar 

  • Masten, A. S., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22, 491–495.

    PubMed  Google Scholar 

  • Mendelsohn, A. L., Dreyer, B. P., Flynn, V., Tomopoulos, S., Rovira, I., Tineo, W., et al. (2005). Use of videotaped interactions during pediatric well-child care to promote child development: A randomized, controlled trial. Journal of Developmental and Behavioral Pediatrics, 26, 34–41.

    PubMed  PubMed Central  Google Scholar 

  • Mendelsohn, A. L., Huberman, H. S., Berkule, S. B., Brockmeyer, C. A., Morrow, L. M., & Dreyer, B. P. (2011). Primary care strategies for promoting parent–child interactions and school readiness in at-risk families: The Bellevue project for early language, literacy, and education success. Archives of Pediatrics and Adolescent Medicine, 165, 33–41.

    PubMed  PubMed Central  Google Scholar 

  • Mervis, C. B., Golinkoff, R. M., & Bertrand, J. (1994). Two-year-olds readily learn multiple labels for the same basic-level category. Child Development, 65, 1163–1177.

    PubMed  Google Scholar 

  • McCabe, A., Tamis-LeMonda, C. S., Bornstein, M. H., Cates, C. B., Golinkoff, R., Guerra, A. W., et al. (2013). Multilingual children. Social Policy Report, 27, 1–21.

    Google Scholar 

  • Ng, F. F. Y., Tamis-LeMonda, C. S., Godfrey, E. B., Hunter, C. J., & Yoshikawa, H. (2012). Dynamics of mothers’ goals for children in ethnically diverse populations across the first three years of life. Social Development, 21, 821–848.

    Google Scholar 

  • Ochs, E., & Capps, L. (2001). Living narrative: Creating lives in everyday storytelling. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Oller, D. K., & Jarmulowicz, L. (2007). Language and literacy in bilingual children in the early school years. In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development (pp. 368–386). Malden, MA: Blackwell.

    Google Scholar 

  • Oller, D. K., Pearson, B. Z., & Cobo-Lewis, A. B. (2007). Profile effects in early bilingual language and literacy. Applied Psycholinguistics, 28, 191–230.

    PubMed  PubMed Central  Google Scholar 

  • Pan, B. A. (1995). Code negotiation in bilingual families: “My body starts speaking English”. Journal of Multilingual and Multicultural Development, 16, 315–327.

    Google Scholar 

  • Pan, B., Rowe, M., Spier, E., & Tamis-LeMonda, C. S. (2004). Measuring productive vocabulary of toddlers in low-income families: Concurrent and predictive validity of three sources of data. Journal of Child Language, 31, 587–608.

    PubMed  Google Scholar 

  • Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development and disorders: A handbook on bilingualism and second language learning (2nd ed.). Baltimore, MD: Brookes.

    Google Scholar 

  • Parra, M., Hoff, E., & Core, C. (2011). Relations among language exposure, phonological memory, and language development in Spanish–English bilingually developing 2-year- olds. Journal of Experimental Child Psychology, 108, 113–125.

    PubMed  Google Scholar 

  • Pearson, B. Z. (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28, 399–410.

    Google Scholar 

  • Place, S., & Hoff, E. (2011). Properties of dual language exposure that influence 2-year-olds’ bilingual proficiency. Child Development, 82, 1834–1849.

    PubMed  PubMed Central  Google Scholar 

  • Poulin-Dubois, D., Blaye, A., Coutya, J., & Bialystok, E. (2011). The effects of bilingualism on toddlers’ executive functioning. Journal of Experimental Child Psychology, 108, 567–579.

    PubMed  Google Scholar 

  • Rader, N. D. V., & Zukow-Goldring, P. (2010). How the hands control attention during early word learning. Gesture, 10, 202–221.

    Google Scholar 

  • Raikes, H., Alexander Pan, B., Luze, G., Tamis-LeMonda, C. S., Brooks-Gunn, J., Constantine, J., et al. (2006). Mother–child bookreading in low-income families: Correlates and outcomes during the first three years of life. Child Development, 77, 924–953.

    PubMed  Google Scholar 

  • Reese, L. (2012). Storytelling in Mexican homes: Connections between oral and literacy practices. Bilingual Research Journal, 35, 277–293.

    PubMed  PubMed Central  Google Scholar 

  • Rinaldi, C., & Páez, M. (2008). Preschool matters: Predicting reading difficulties for Spanish—Speaking bilingual students in first grade. Learning Disabilities: A Contemporary Journal, 6, 71–84.

    Google Scholar 

  • Sameroff, A. J., & Fiese, B. H. (2000). Transactional regulation: The developmental ecology of early intervention. Handbook of Early Childhood Intervention, 2, 135–159.

    Google Scholar 

  • Schick, A., & Melzi, G. (2010). The development of children’s oral narratives across contexts. Early Education and Development, 21, 293–317.

    Google Scholar 

  • Silva-Corvalan, C. (2003). Language contact and change. Spanish in Los Angeles. Oxford, UK: Oxford University Press.

    Google Scholar 

  • Smith, L. B., & Thelen, E. (2003). Development as a dynamic system. Trends in Cognitive Sciences, 7, 343–348.

    PubMed  Google Scholar 

  • Snow, C. E., & Beals, D. E. (2006). Mealtime talk that supports literacy development. In New directions for child and adolescent development: family meals as contexts of development and socialization. No. 111 (pp. 51–66). San Francisco: Jossey-Bass.

    Google Scholar 

  • Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children committee on the prevention of reading difficulties in young children. Washington, DC: National Research Council.

    Google Scholar 

  • Snow, C. E., & Dickinson, D. K. (1990). Social sources of narrative skills at home and at school. First Language, 10, 87–103.

    Google Scholar 

  • Song, L., Tamis-LeMonda, C. S., Yoshikawa, H., Kahana-Kalman, R., & Wu, I. (2012). Language experiences and vocabulary development in Dominican and Mexican infants across the first 2 years. Developmental Psychology, 48, 1106–1123.

    PubMed  Google Scholar 

  • Tamis-LeMonda, C. S., Baumwell, L., & Cristofaro, T. (2012a). Parent–child conversations during play. First Language, 32, 413–438.

    Google Scholar 

  • Tamis-LeMonda, C. S., Song, L., Leavell, A. S., Kahana-Kalman, R., & Yoshikawa, H. (2012b). Ethnic differences in mother-infant language and gestural communications are associated with specific skills in infants. Developmental Science, 15, 384–397. doi:10.1111/j.1467-7687.2012.00136.x.

    PubMed  Google Scholar 

  • Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children’s achievement of language milestones. Child Development, 72, 748–767.

    PubMed  Google Scholar 

  • Tamis-LeMonda, C. S., Kahana-Kalman, R., & Yoshikawa, H. (2009). Father involvement in immigrant and ethnically diverse families from the prenatal period to the second year: Prediction and mediating mechanisms. Sex roles, 60, 496–509.

    Google Scholar 

  • Tamis-LeMonda, C. S., Kuchirko, Y., & Song, L. (2014a). Why is infant language learning facilitated by parental responsiveness? Current Directions in Psychological Science, 23, 121–126.

    Google Scholar 

  • Tamis-Lemonda, C. S., Song, L., Luo, R., Kurchirko, Y., Kahana-Kalman, R., Yoshikawa, H., et al. (2014b). Children’s vocabulary growth in English and Spanish across early development and associations with school readiness skills. Developmental Neuropsychology, 39, 69–87.

    PubMed  Google Scholar 

  • Tienda, M., & Haskins, R. (2011). Immigrant children: Introducing the issue. The Future of Children, 21, 3–18.

    Google Scholar 

  • Veltman, C. (2003). The American linguistics mosaic: Understanding language shift in the United States. In S. L. Mckay & S. C. Wong (Eds.), New immigrants in the United States (pp. 58–93). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Vogel, C., Aikens, N., Atkins-Burnett, S., Martin, E.S., Caspe, M., Sprachman, S., & Love, J. M. (2008). Reliability and validity of child outcome measures with culturally and linguistically diverse preschoolers: The first 5 LA Universal Preschool child outcomes study Spring 2007 Pilot study.

    Google Scholar 

  • Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Weber-Fox, C. M., & Neville, H. J. (1996). Maturational constraints on functional specializations for language processing: ERP and behavioral evidence in bilingual speakers. Journal of Cognitive Neuroscience, 8, 231–256.

    PubMed  Google Scholar 

  • Weber-Fox, C., & Neville, H. J. (2001). Sensitive periods differentiate rrocessing of open-and closed-class words: An ERP study of bilinguals. Journal of Speech, Language, and Hearing Research, 44(6), 1338–1353.

    Google Scholar 

  • Weisner, T. S. (2002). Ecocultural understanding of children’s developmental pathways. Human Development, 45, 275–281.

    Google Scholar 

  • Winsler, A., Burchinal, M. R., Tien, H. C., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., et al. (2014). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables. Early Childhood Research Quarterly, 29, 750–764.

    Google Scholar 

  • Worthy, J., & Rodríguez-Galindo, A. (2006). “Mi hija vale dos personas”: Latino immigrant parents’ perspectives about their children’s bilingualism. Bilingual Research Journal, 30, 579–601.

    Google Scholar 

  • Yoshida, H. (2008). The cognitive benefits of early multilingualism. Zero to Three, 2, 26–30.

    Google Scholar 

  • Yoshikawa, H. (2011). Immigrants raising citizens: Undocumented parents and their young children. New York: Russell Sage Foundation.

    Google Scholar 

  • Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2012). Preschool language scales Spanish (5th ed.). San Antonio: Person.

    Google Scholar 

  • Zong, J., & Batalova, J. (2015). Frequently requested statistics on immigrants and immigration in the United States. Retrieved from: http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states#Demographic,Educational,andLinguistic

Download references

Author information

Authors and Affiliations

  1. Department of Applied Psychology, Center for Research on Culture, Development and Education, Steinhardt School of Culture, Education and Human Development, New York University, Greene Street, 5th Floor and 410W, New York, NY, USA

    Kelly Escobar & Catherine S. Tamis-LeMonda

Authors
  1. Kelly Escobar
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Catherine S. Tamis-LeMonda
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kelly Escobar .

Editor information

Editors and Affiliations

  1. Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland, USA

    Natasha J. Cabrera

  2. Fakultät für Psychologie, Ruhr-Universität Bochum, Bochum, Germany

    Birgit Leyendecker

Rights and permissions

Reprints and permissions

Copyright information

© 2017 The Editor(s)

About this chapter

Cite this chapter

Escobar, K., Tamis-LeMonda, C.S. (2017). Conceptualizing Variability in U.S. Latino Children’s Dual-Language Development. In: Cabrera, N., Leyendecker, B. (eds) Handbook on Positive Development of Minority Children and Youth. Springer, Cham. https://doi.org/10.1007/978-3-319-43645-6_6

Download citation

Publish with us

Policies and ethics

Search

Navigation