This study investigates the changes in the Spanish lexical and grammatical skills of 26 Spanish–English dual language learners during their first year of preschool. We also explore the impact of age, gender, and maternal cultural orientation on children’s language outcomes over time. The results show that, despite one year of English-only instruction, the children’s Spanish productions became more intelligible, lexically diverse, and grammatical between 3;7 and 4;7. However, Spanish productions were mostly limited to sentence fragments and contained errors in grammatical gender, verb morphology, object clitic pronouns, and prepositions. Girls had an advantage over boys, as attested by the higher lexical diversity, mean length of utterance, and grammaticality of their Spanish productions. Both maternal enculturation and acculturation predicted the grammaticality of children’s utterances, suggesting that mothers with high levels of orientation to both Latinx and American culture may be the most successful at promoting Spanish in the United States.

中文翻译：

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西班牙语-英语学龄前儿童的传统语言发展：纯英语教学第一年对成长的影响和挑战


本研究调查了 26 名西英双语学习者在学前班第一年的西班牙语词汇和语法技能的变化。我们还探讨了随着时间的推移，年龄、性别和母亲文化取向对儿童语言结果的影响。结果显示，尽管只接受了一年的英语教学，孩子们的西班牙语作品变得更加易懂、词汇更加多样化，语法也变得更加清晰，介于 3;7 和 4;7 之间。然而，西班牙语作品大多局限于句子片段，并且在语法性别、动词形态、宾语附着代词和介词方面存在错误。女孩比男孩有优势，她们的西班牙语作品具有更高的词汇多样性、平均话语长度和语法性就证明了这一点。母亲文化适应和文化适应都预测了儿童话语的语法性，这表明对拉丁裔和美国文化具有高度取向的母亲可能是在美国推广西班牙语方面最成功的人。