Cross-sectional associations of Spanish and English competence and well-being in Latino children of immigrants in kindergarten
Bibliographic Data
| ID | 5016586 |
|---|---|
| Authors | Brian A Collins (0000-0002-4359-5847, Harvard University), Claudio O Toppelberg (Harvard University), Carola Suárez-Orozco (0000-0002-9111-6484, Harvard University), Erin O''Connor, Erin O’connor (0000-0002-6318-5693, Harvard University), Erin O'Connor, Alfonso Nieto-Castañon (0000-0002-3451-3475, Harvard University) |
| Year | 2011 |
| Volume | 2011 |
| Issue | 208 |
| Publication date | 2011-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of the Sociology of Language (JOURNAL) |
| Journal identifiers | ISSN: 0165-2516 • E-ISSN: 1613-3668 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/ijsl.2011.010 |
| OpenAlex | W2073657670 |
| Language | EN |
| Citations received | 19 |
| References cited | 33 |
The aim of this study is to examine within an ecological model the associations of dual language (Spanish/English) competences with the emotional and behavioral well-being of young children of immigrants in kindergarten. Latino children of immigrants (n = 228) from a public school-based community sample were assessed using standardized, comprehensive measures of Spanish and English oral language competence and normed teacher reports on five dimensions of emotional and behavioral well-being and school functioning (interpersonal, intrapersonal, and affective strengths, connection to family, and school functioning). Relevant contextual factors at home (maternal education, poverty, family structure) and school (teacher experience and practices, classroom composition), as well as child factors (non-verbal IQ, gender) were considered. Spanish and English competences accounted for moderate to large portions of variance in all dimensions of well-being. The contributions of child, home, and school variables to well-being were much smaller than language competence, and in most cases, not significant. Our findings suggest that dual language competence is critically associated with the emotional and behavioral well-being and school functioning of Latino children of immigrants
Developmental psychology · Immigration · Interpersonal communication · Intrapersonal communication · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
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| Unique citing works | 19 |
|---|---|
| Citations per year | 1,58 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |