Changes in the home language environments of US Spanish–English bilinguals between the ages of 4 and 12

Nahar Albudoor; Jissel B. Anaya; Elizabeth D. Peña; Lisa M. Bedore

Changes in the home language environments of US Spanish–English bilinguals between the ages of 4 and 12

Nahar Albudoor ^[1] ; Jissel B. Anaya ^[1] ; Elizabeth D. Peña ^[2] ; Lisa M. Bedore ^[3]
1. [1] Ohio State University
  
  Ohio State University
  
  City of Columbus, Estados Unidos
2. [2] University of California System
  
  University of California System
  
  Estados Unidos
3. [3] Temple University
  
  Temple University
  
  City of Philadelphia, Estados Unidos
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Localización: Bilingualism: Language and cognition, ISSN 1366-7289, Vol. 28, Nº 4, 2025, págs. 911-922
Idioma: inglés
DOI: 10.1017/S1366728924000634
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Resumen
- This study longitudinally modeled home language exposure patterns of US Spanish–English bilingual children between the ages of 4 and 12. Participants were 280 Spanish–English bilinguals (95% Hispanic, 52% female) who were followed for up to 5 years using a cross-sequential longitudinal design. Multilevel linear regression models were used to estimate language exposure trajectories across four home language sources (adults, peers, electronic media and literacy activities) and three language modes (Spanish-only, English-only and bilingual). Results demonstrated that Spanish interactions with both adults and peers declined as children aged, while bilingual interactions showed a distinct increase over time. Conversely, media exposure and engagement in literacy activities increased over time, irrespective of the language used. Children’s age of first English exposure and current school English exposure also influenced language contact and use in the home. These findings approximate an 8-year exposure trajectory across a continuum of bilingual experiences.
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