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Relationships Between Home and School Language Exposure and Changes in Bilingual Oral Language Performance From Kindergarten to First Grade.

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Title: Relationships Between Home and School Language Exposure and Changes in Bilingual Oral Language Performance From Kindergarten to First Grade.
Authors: Zhang, Jing1,2, Lam, Joseph Hin Yan1 jhylam@uci.edu, Wang, Danyang3, Fung, Priscilla C. S.1,4, Gillam, Ronald B.5, Bedore, Lisa M.6, Peña, Elizabeth D.1
Source: Journal of Speech, Language & Hearing Research. Sep2025, Vol. 68 Issue 9, p4320-4336. 17p.
Subject Terms: *Elementary schools, *Home environment, *Multilingualism, *Caregivers, *Teachers, *Speech evaluation, *School children, *Comparative studies, *Intelligence tests, *Language acquisition, *Children, Grammar, Research funding, Cronbach's alpha, Prediction models, Interviewing, Age distribution, Multivariate analysis, Descriptive statistics, Chi-squared test, Spanish language, Analysis of variance, English language, Semantics, Confidence intervals, Regression analysis, Social classes
Geographic Terms: Utah, Texas
Abstract: Purpose: With over one third of students in the United States exposed to languages other than English at home, there is a growing need to examine the role of bilingual exposure across settings on bilingual language performance. This study explored the longitudinal relationship between language exposure at home and school, and changes in bilingual oral language performance from kindergarten to first grade. Method: One hundred sixty-four Spanish--English participants who had different levels of bilingual exposure at home and school were assessed on bilingual oral language performance using a standardized language assessment in kindergarten and first grade. Caregivers and teachers reported bilingual exposure at home and at school, respectively, for both time points. Results: The results indicated that Spanish home exposure at kindergarten uniquely predicted Spanish semantics in first grade, while Spanish school exposure at kindergarten uniquely predicted Spanish morphosyntax in first grade, after controlling for kindergarten performance. No differential contributions were observed for English exposure and performance. Children with high Spanish home exposure (> 60%) had significantly higher gains in standard scores for Spanish semantics and overall Spanish performance compared to the low Spanish exposure group, but there was no significant effect on changes in English standard scores across groups. Conclusions: The current study suggests that language exposure at home and school had different contributions to bilingual home language development. This supports the importance of home and school Spanish language exposure in promoting heritage language development without compromising English. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Relationships Between Home and School Language Exposure and Changes in Bilingual Oral Language Performance From Kindergarten to First Grade.
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  Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Jing%22">Zhang, Jing</searchLink><relatesTo>1,2</relatesTo><br /><searchLink fieldCode="AR" term="%22Lam%2C+Joseph+Hin+Yan%22">Lam, Joseph Hin Yan</searchLink><relatesTo>1</relatesTo><i> jhylam@uci.edu</i><br /><searchLink fieldCode="AR" term="%22Wang%2C+Danyang%22">Wang, Danyang</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Fung%2C+Priscilla+C%2E+S%2E%22">Fung, Priscilla C. S.</searchLink><relatesTo>1,4</relatesTo><br /><searchLink fieldCode="AR" term="%22Gillam%2C+Ronald+B%2E%22">Gillam, Ronald B.</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Bedore%2C+Lisa+M%2E%22">Bedore, Lisa M.</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Peña%2C+Elizabeth+D%2E%22">Peña, Elizabeth D.</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Sep2025, Vol. 68 Issue 9, p4320-4336. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Home+environment%22">Home environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Caregivers%22">Caregivers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+evaluation%22">Speech evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligence+tests%22">Intelligence tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Cronbach's+alpha%22">Cronbach's alpha</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction+models%22">Prediction models</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Age+distribution%22">Age distribution</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+analysis%22">Multivariate analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Social+classes%22">Social classes</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Utah%22">Utah</searchLink><br /><searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: With over one third of students in the United States exposed to languages other than English at home, there is a growing need to examine the role of bilingual exposure across settings on bilingual language performance. This study explored the longitudinal relationship between language exposure at home and school, and changes in bilingual oral language performance from kindergarten to first grade. Method: One hundred sixty-four Spanish--English participants who had different levels of bilingual exposure at home and school were assessed on bilingual oral language performance using a standardized language assessment in kindergarten and first grade. Caregivers and teachers reported bilingual exposure at home and at school, respectively, for both time points. Results: The results indicated that Spanish home exposure at kindergarten uniquely predicted Spanish semantics in first grade, while Spanish school exposure at kindergarten uniquely predicted Spanish morphosyntax in first grade, after controlling for kindergarten performance. No differential contributions were observed for English exposure and performance. Children with high Spanish home exposure (> 60%) had significantly higher gains in standard scores for Spanish semantics and overall Spanish performance compared to the low Spanish exposure group, but there was no significant effect on changes in English standard scores across groups. Conclusions: The current study suggests that language exposure at home and school had different contributions to bilingual home language development. This supports the importance of home and school Spanish language exposure in promoting heritage language development without compromising English. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1044/2025_JSLHR-24-00852
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        Text: English
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      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Home environment
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      – SubjectFull: Multilingualism
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      – SubjectFull: Caregivers
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      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Speech evaluation
        Type: general
      – SubjectFull: School children
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      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Intelligence tests
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      – SubjectFull: Language acquisition
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      – SubjectFull: Children
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      – SubjectFull: Grammar
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      – SubjectFull: Research funding
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      – SubjectFull: Cronbach's alpha
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      – SubjectFull: Prediction models
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      – SubjectFull: Texas
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