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SRCLD Presentation Details
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Preschool Children Learning Hmong and English: Lexical-Semantic Production Skills in L1 and L2 |
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Kathryn Kohnert - University of Minnesota
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Pui Fong Kan - University of MN-Minneapolis
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| SRCLD Year: |
2002 |
| Presentation Type: |
Poster Presentation |
| Presentation Time: |
(na) |
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Little is known about the collective language system of preschool children who are learning two languages sequentially. Even less is known about young children who speak Hmong as a first language (L1) and begin to learn English as a second language (L2) during the preschool years. In the current study, we use a picture-naming task to explore lexical-semantic production in 20 children (age 3:6-5:11) in Hmong (L1) and English (L2). Three performance scores were obtained for each child: Hmong only, English only, and a composite score indicating the total number of items correctly named independent of language. In the overall analyses, composite scores were greater than either single language score, yet there was no significant difference between Hmong and English. Another set of analyses explored potential age-related differences. Older children named more items in L2 than younger children, however there were no age-related differences in picture naming in Hmong (L1). |
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