Conceptualizing variability in U.S. Latino children's dual-language development

Research output: Chapter in Book/Report/Conference proceedingChapter

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?

Original languageEnglish (US)
Title of host publicationHandbook on Positive Development of Minority Children and Youth
PublisherSpringer International Publishing
Pages89-106
Number of pages18
ISBN (Electronic)9783319436456
ISBN (Print)9783319436432
DOIs
StatePublished - Jan 1 2017

Fingerprint

Child Language
Language Development
Hispanic Americans
Language
language
Child Development
Research
Population
Research Personnel
Learning
Education
immigrant
trend
learning
education

ASJC Scopus subject areas

  • Psychology(all)
  • Social Sciences(all)

Cite this

Escobar, K., & Tamis-Lemonda, C. (2017). Conceptualizing variability in U.S. Latino children's dual-language development. In Handbook on Positive Development of Minority Children and Youth (pp. 89-106). Springer International Publishing. https://doi.org/10.1007/978-3-319-43645-6_6

Conceptualizing variability in U.S. Latino children's dual-language development. / Escobar, Kelly; Tamis-Lemonda, Catherine.

Handbook on Positive Development of Minority Children and Youth. Springer International Publishing, 2017. p. 89-106.

Research output: Chapter in Book/Report/Conference proceedingChapter

Escobar, K & Tamis-Lemonda, C 2017, Conceptualizing variability in U.S. Latino children's dual-language development. in Handbook on Positive Development of Minority Children and Youth. Springer International Publishing, pp. 89-106. https://doi.org/10.1007/978-3-319-43645-6_6
Escobar K, Tamis-Lemonda C. Conceptualizing variability in U.S. Latino children's dual-language development. In Handbook on Positive Development of Minority Children and Youth. Springer International Publishing. 2017. p. 89-106 https://doi.org/10.1007/978-3-319-43645-6_6
Escobar, Kelly ; Tamis-Lemonda, Catherine. / Conceptualizing variability in U.S. Latino children's dual-language development. Handbook on Positive Development of Minority Children and Youth. Springer International Publishing, 2017. pp. 89-106
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