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English exposure in the home and classroom: Predictions to Spanish-speaking preschoolers’ English vocabulary skills

Published online by Cambridge University Press:  28 January 2013

FRANCISCO PALERMO*
Affiliation:
University of Missouri
ARIANA M. MIKULSKI
Affiliation:
Pennsylvania State University
RICHARD A. FABES
Affiliation:
Arizona State University
LAURA D. HANISH
Affiliation:
Arizona State University
CAROL LYNN MARTIN
Affiliation:
Arizona State University
LAUREN E. STARGEL
Affiliation:
Colorado State University
*
ADDRESS FOR CORRESPONDENCE Francisco Palermo, Department of Human Development and Family Studies, University of Missouri, 302 Gentry Hall, Columbia, MO 65211. E-mail: palermof@missouri.edu

Abstract

This study examined the combined and unique contributions of home, teacher, and peer English exposure levels on Spanish-speaking preschoolers’ (N = 107) English receptive and expressive vocabulary skills. The combined levels of English exposure during the fall of preschool were positively associated with children's English receptive and expressive vocabulary skills in the spring. Furthermore, English exposure levels at home were uniquely and positively associated with children's English receptive and expressive vocabularies, whereas peer English exposure levels were uniquely and positively associated with children's English expressive vocabulary. Teachers’ English exposure levels were not uniquely associated with children's English vocabulary. The findings highlight the importance of the home environment and peer experiences in the classroom for maximizing Spanish-speaking children's early English vocabulary skills.

Type
Articles
Copyright
Copyright © Cambridge University Press 2013 

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