Second-language-acquisition developmental differences: exploring migrant children’s language production in a daycare setting

References

• Ahn, Y., Miller, M. M., Wang, L., & Laszloffy, T. (2014). “I didn’t understand their system, and I didn’t know what to do”: Migrant parents’ experiences of mandated therapy for their children. Contemporary Family Therapy, 36(1), 25–40. doi: 10.1007/s10591-013-9291-1
   Google Scholar
• Annie E. Casey Foundation. (2015). 2015 kids count data book. Retrieved from http://www.aecf.org/m/databook/aecf-2015kidscountdatabook-2015-em.pdf
   Google Scholar
• Arnold, L. S., Beelmann, A., & Coatsworth, D. (2017). Family-focused prevention to improve cognitive, educational, and social-emotional development of immigrant children and adolescents: A systematic review. Retrieved from https://www.campbellcollaboration.org/media/k2/attachments/ECG_Arnold_Title.pdf
   Google Scholar
• Atwill, K., Blanchard, J., Christie, J., Gorin, J., & Garcia, H. (2010). English-language learners: Implications of limited vocabulary for cross-language transfer of phonemic awareness with kindergartners. Journal of Hispanic Higher Education, 9, 104–129. doi: 10.1177/1538192708330431
   Google Scholar
• Barnett, W., Yarosz, D., Thomas, J., Jung, K., & Blanco, D. (2007). Two-way and monolingual English immersion in preschool education: An experimental comparison. Early Childhood Research Quarterly, 22, 277–293. doi: 10.1016/j.ecresq.2007.03.003
   Web of Science ®Google Scholar
• Biemiller, A. (2003). Vocabulary: Needed if more children are to read well. Reading Psychology, 24(3–4), 323–335. doi: 10.1080/02702710390227297
   Google Scholar
• Collins, M. (2010). ELL preschoolers’ English vocabulary acquisition from storybook reading. Early Childhood Research Quarterly, 25, 84–97. doi: 10.1016/j.ecresq.2009.07.009
   Web of Science ®Google Scholar
• Collins, R., & Ribeiro, R. (2004). Toward an early care and education agenda for Hispanic children. Early Childhood Research & Practice, 6, 161–192.
   Google Scholar
• Creswell, J. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson Prentice-Hall.
   Google Scholar
• Davis, H. S., Gonzalez, J. E., Pollard-Durodola, S., Saenz, L. M., Soares, D. A., Resendez, N., … Hagan-Burke, S. (2016). Home literacy beliefs and practices among low-income Latino families. Early Child Development and Care, 186(7), 1152–1172. doi: 10.1080/03004430.2015.1081184
   Web of Science ®Google Scholar
• Dettlaff, A. J., Earner, I., & Phillips, S. D. (2009). Latino children of immigrants in the child welfare system: Prevalence, characteristics, and risk. Children and Youth Services Review, 31(7), 775–783. doi: 10.1016/j.childyouth.2009.02.004
   Web of Science ®Google Scholar
• Dursun, S. (2009). A comparison of the mathematical skills of first graders with and without preschool education. Educational Sciences: Theory & Practice, 9, 1705–1715.
   Google Scholar
• Flores, A. (2017). How the U.S. Hispanic population is changing. Pew Research Group. Retrieved from http://www.pewresearch.org/fact-tank/2017/09/18/how-the-u-s-hispanic-population-is-changing/
   Google Scholar
• Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Retrieved July 27, 2011 from: http://ies.ed.gov/ncee/wwc/publications/practiceguides
   Google Scholar
• Good, M., Masewicz, S., & Vogel, L. (2011). Latino English language learners: Bridging achievement and cultural gaps between schools and families. Journal of Latinos and Education, 9, 321–339. doi: 10.1080/15348431.2010.491048
   Google Scholar
• Irizarry, S., & Williams, S. (2013). Lending student voice to Latino ELL migrant children’s perspectives on learning. Journal of Latinos and Education, 12(3), 171–185. doi: 10.1080/15348431.2013.765801
   Google Scholar
• Jasis, P., & Marriott, D. (2010). All for our children: Migrant families and parent participation in an alternative education program. Journal of Latinos and Education, 9(2), 126–140. doi: 10.1080/15348431003617814
   Google Scholar
• Karoly, L., & Gonzalez, G. (2011). Early care and education for children in immigrant families. Future of Children, 21, 71–101. doi: 10.1353/foc.2011.0005
   PubMed Web of Science ®Google Scholar
• Kilanowski, J., & Lin, L. (2014). Summer migrant students learn health choices through videography. The Journal of School Nursing, 30(4), 272–280. doi: 10.1177/1059840513506999
   PubMed Web of Science ®Google Scholar
• Klein, O., & Becker, B. (2017). Preschools as language learning environments for children of immigrants. Differential effects by familial language use across different preschool contexts. Research in Social Stratification and Mobility, 48, 20–31. doi: 10.1016/j.rssm.2017.01.001
   Web of Science ®Google Scholar
• Leacox, L., & Jackson, C. (2014). Spanish vocabulary-bridging technology-enhanced instruction for young English language learners' word learning. Journal of Early Childhood Literacy, 14(2), 175–197. doi: 10.1177/1468798412458518
   Google Scholar
• Lee, K., & Pond, D. (2015). The impact of head start enrollment duration on migrant children’s health outcomes. Social Work in Health Care, 54(10), 869–891. doi: 10.1080/00981389.2015.1061087
   PubMed Web of Science ®Google Scholar
• Magnuson, K. A., Meyers, M. K., Ruhm, C. J., & Waldfogel, J. (2004). Inequality in preschool education and school readiness. American Educational Research Journal, 41(1), 115–157. doi: 10.3102/00028312041001115
   Web of Science ®Google Scholar
• Monk, D. (2007). Recruiting and retaining high-quality teachers in rural areas. The Future of Children, 17, 155–174. doi: 10.1353/foc.2007.0009
   PubMed Web of Science ®Google Scholar
• National Migrant and Seasonal Head Start. (2009). The invisible children of migrant and seasonal farmworkers in the United States: An examination of existing pre-k partnerships. Report 1–39. Retrieved from http://files.eric.ed.gov/fulltext/ED519206.pdf
   Google Scholar
• Patton, M. (2002). Qualitative evaluation and research methods (3rd ed.). Newbury Park, CA: Sage.
   Google Scholar
• Patton, M.Q. (2001). Qualitative research and evaluation methods (2nd Edition). CA, Thousand oaks: Sage Publications.
   Google Scholar
• Perry, N. J., Kay, S. M., & Brown, A. (2008). Continuity and change in home literacy practices of Hispanic families with preschool children. Early Child Development and Care, 178(1), 99–113. doi: 10.1080/03004430701482191
   Google Scholar
• Portes, A., & Rivas, A. (2011). The adaptation of migrant children. The Future of Children, 21, 219–246. doi: 10.1353/foc.2011.0004
   PubMed Web of Science ®Google Scholar
• Quandt, S. A., Trejo, G., Suerken, C. K., Pulgar, C. A., Ip, E. H., & Arcury, T. A. (2016). Diet quality among preschool-age children of Latino migrant and seasonal farmworkers in the United States. Journal of Immigrant and Minority Health, 18(3), 505–512. doi: 10.1007/s10903-015-0304-z
   PubMed Web of Science ®Google Scholar
• Romanowski, M. (2003). Meeting the unique needs of the children of migrant farm workers. The Clearing House, 77, 27–33. doi: 10.1080/00098650309601225
   Google Scholar
• Rossman, G., & Rallis, S. (2003). Learning in the field: An introduction to qualitative research (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Schweinhart, L. (2005). Perry preschool study through age 40: Summary, conclusions, and frequently asked questions. Retrieved from http://www.peelearlyyears.com/pdf/Research/INTERNATIONAL%20Early%20Years/Perry%20Project.pdf.
   Google Scholar
• Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skills: A 5-year longitudinal study. Child Development, 73, 445–460. doi: 10.1111/1467-8624.00417
   PubMed Web of Science ®Google Scholar
• Weigel, D., Martin, S., & Bennett, K. (2006). Contributions of the home literacy environment to preschool-aged children’s emerging literacy and language skills. Early Child Development and Care, 176, 357–378. doi: 10.1080/03004430500063747
   Google Scholar
• Wood, C., Diehm, E. A., & Callender, M. F. (2016). An investigation of language environment analysis measures for Spanish–English bilingual preschoolers from migrant low-socioeconomic-status backgrounds. Language, Speech, and Hearing Services in Schools, 47(2), 123–134. doi: 10.1044/2015_LSHSS-14-0115
   PubMed Web of Science ®Google Scholar
• Yesil-Dagli, U. (2011). Predicting ELL students’ beginning first grade English oral reading fluency from initial kindergarten vocabulary, letter naming, and phonological awareness skills. Early Childhood Research Quarterly, 26, 15–29. doi: 10.1016/j.ecresq.2010.06.001
   Web of Science ®Google Scholar