Current Search: Filippi, Katherine (x)
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- Title
- Expressions of emotion in bilingual mother's child-directed speech.
- Creator
- Filippi, Katherine, Graduate College
- Date Issued
- 2013-04-12
- PURL
- http://purl.flvc.org/fcla/dt/3361299
- Subject Headings
- Bilingualism, Emotion, Mother and child
- Format
- Document (PDF)
- Title
- Cultural Influences on Mother-Child Conversations in Monolingual European American, Monolingual Hispanic American and Bilingual Hispanic American Mothers.
- Creator
- Shanks, Katherine Alexandra Filippi, Hoff, Erika, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Adult-child interactions vary between cultures. For example, Hispanic parents are characterized by a more adult-centered style of interaction with children, while European American parents are more child-centered. Little is known about the influences cultural differences may have on the ways that Spanish-English bilingual parents speak to their children in each language. To address this question, 17 monolingual Spanish-speaking Hispanic American mothers, 22 monolingual English-speaking...
Show moreAdult-child interactions vary between cultures. For example, Hispanic parents are characterized by a more adult-centered style of interaction with children, while European American parents are more child-centered. Little is known about the influences cultural differences may have on the ways that Spanish-English bilingual parents speak to their children in each language. To address this question, 17 monolingual Spanish-speaking Hispanic American mothers, 22 monolingual English-speaking European American mothers, and 33 Spanish-English bilingual mothers were videorecorded in toy-play interactions with their children. The bilingual mothers and children were recorded in two sessions, one in which they were instructed to speak English and one in which they were instructed to speak Spanish. Using CHILDES programs, these interactions were transcribed and coded for properties of parent-child conversation known to be related to child language outcomes and hypothesized to reflect parent-centered and child-centered styles of interaction. The parent-child conversations of the two monolingual groups were compared in order to obtain baseline cultural differences in interaction style. The parentchild conversations of the bilingual mothers when speaking Spanish and when speaking English were compared in terms of the properties that showed differences between the monolingual groups. The conversations of the monolingual Hispanic American mothers were characterized by fewer maternal word types, and proportionately fewer maternal questions, and fewer child utterances than the conversations of the monolingual European American mothers. These differences were reflected in the comparisons of the bilingual mothers’ Spanish and English interactions with the exception of number of word types. The results are consistent with the hypotheses that (1) Spanish-speaking Hispanic American mothers use a more adult-centered style of interaction with their children compared to European American mothers, who use a more child-centered style of interacting with children and that (2) Hispanic American bilingual mothers reflect aspects of these cultural differences when speaking each language with their children.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013414
- Subject Headings
- Mother and child, Mother and child--Cross-cultural studies, Language Development, Hispanic Americans, European Americans, Conversation
- Format
- Document (PDF)
- Title
- Properties of Child-Directed Speech in Mothers’ Native and Nonnative Languages: A Comparison of English Monolingual and Spanish-English Bilingual Mothers’ Talk to 2-Year-Olds.
- Creator
- Shanks, Katherine Alexandra Filippi, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Previous studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input...
Show morePrevious studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input previously associated with children’s language development: data-providing properties, topic contingency, and speech function. There were significant differences between native English and nonnative English child-directed speech, and between nonnative English and native Spanish. The results suggest two sources of influence shaping child-directed speech: quality differences related to native speaker status and cultural factors primed by the language being spoken.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004633, http://purl.flvc.org/fau/fd/FA00004633
- Subject Headings
- Language arts (Early childhood), Language acquisition--Parent participation., Sociolinguistics., Bilingualism in children., Psycholinguistics., Interpersonal communication--Psychological aspects.
- Format
- Document (PDF)
