Bihler Lilly-Marlen, Agache Alexandru, Schneller Katja, Willard Jessica A, Leyendecker Birgit
Department of Developmental Psychology, Ruhr-University Bochum, Bochum, Germany.
Department of Psychology, Heidelberg University of Education, Heidelberg, Germany.
Front Psychol. 2018 Jun 5;9:888. doi: 10.3389/fpsyg.2018.00888. eCollection 2018.
A growing body of research has been documenting environmental factors that support preschoolers' vocabulary skills. However, less is known about how environmental factors are related to morphological skills of dual language learners (DLLs) and single language learners (SLLs). We examined connections with preschool experiences by investigating the effects of duration of preschool attendance, classroom quality, and classroom composition variables (percentage of DLLs and percentage of children from families with a low socio-economic status) on preschoolers' expressive morphological skills. Several multilevel regression models were estimated using cross-sectional data from 835 children ( = 255 DLLs) aged 30-47 months. These children were nested in 169 preschool classrooms in Germany. As a control task, we also investigated children's phonological processing abilities, for which we found, as expected, no differences between DLLs and SLLs. Our main finding was that DLL children scored lower in expressive morphological skills than their German monolingual peers, but this difference was considerably smaller in classrooms that scored high in instructive teacher-child interactions (measured by the Classroom Assessment Scoring System for pre-kindergarten children; CLASS Pre-K). Taken together, these results support the notion that supportive teacher-child instructive interactions have a positive impact on the development of DLLs' morphological skills.
越来越多的研究记录了支持学龄前儿童词汇技能的环境因素。然而，关于环境因素如何与双语学习者（DLL）和单语学习者（SLL）的形态技能相关，我们所知甚少。我们通过调查学前教育时长、课堂质量和课堂构成变量（DLL的百分比和来自社会经济地位较低家庭的儿童百分比）对学龄前儿童表达性形态技能的影响，研究了与学前经历的联系。使用来自835名30至47个月大儿童（=255名DLL）的横断面数据估计了几个多层次回归模型。这些儿童嵌套在德国的169个学前课堂中。作为对照任务，我们还调查了儿童的语音处理能力，正如预期的那样，我们发现DLL和SLL之间没有差异。我们的主要发现是，DLL儿童在表达性形态技能方面的得分低于他们的德语单语同龄人，但在师生互动具有较高指导作用的课堂中（通过学前儿童课堂评估评分系统（CLASS Pre-K）衡量），这种差异要小得多。综上所述，这些结果支持了这样一种观点，即支持性的师生指导互动对DLL形态技能的发展有积极影响。
