We are examining the relationship between bilingual proficiency
and socio-emotional development with Spanish-speaking and
Chinese-speaking immigrant preschoolers and their families.
Despite the critical role of socio-emotional development (SED) in
children’s long-term health and achievement, significant gaps
exist in our knowledge on how bilingual experience shapes SED. We
plan to study the reciprocal relationship between bilingual
(English and heritage language) development and SED in a
longitudinal study. We will follow 400 DLLs from low-income
Spanish-speaking Mexican American families and Cantonese-speaking
Chinese American families annually for three years (T1 and T2 in
Head Start preschools, T3 in kindergarten). Our goals are to (a)
investigate the contributions of early English and heritage
language development to DLLs’ later SED, and test executive
functions as a mediating mechanism; (b) examine the contributions
of early bilingual development to DLLs’ parent-child and
teacher-child relationships, and test relationship quality as
mediators between language and SED; © examine cultural
differences in DLLs’ social relationships, and test whether
culture moderates the links between language and relationships;
and (d) test whether other child, family, and school factors
moderate the relations between language and SED.
Funded by NICHD R01HD091154
Collaborators: Dr. Qing
Zhou (UC Berkeley) Dr. Sylvia
Bunge (UC Berkeley)
Publications
Uchikoshi, Y., Lindblad, M., Plascencia, C., Tran, H., Yu, H.,
Bautista, K.J., & Zhou, Q. (2021). Parental acculturation and
children’s bilingual abilities: A study with Chinese American and
Mexican American Preschool DLLs. Frontiers in
Psychology. doi: 10.3389/fpsyg.2021.761043
Mauer, E., Zhou, Q., & Uchikoshi, Y. (2021). A Longitudinal
Study on Bidirectional Relations between Executive Functions and
English Word-Level Reading in Chinese American Children in
Immigrant Families, Learning and Individual
Differences. https://doi.org/10.1016/j.lindif.2021.101976
Haft, S. L., Gys., C.L., Bunge, S., Uchikoshi, Y., Zhou, Q.
(2021). Home language environment and executive function in
Mexican American and Chinese American Preschoolers in Head Start.
Early Education and Development,
Chung, S., Zhou, Q., & Uchikoshi, Y. (2019). Parent-Child
Language Proficiency and Parenting Styles among Mexican American
and Chinese American Families with Young Dual Language
Learners. Journal of Cross-Cultural Psychology.
Chen, S., Uchikoshi, Y., & Zhou, Q. (2018). Heritage
Language Socialization in Chinese American Immigrant Families:
Prospective Links to Children’s Heritage Language Proficiency.
International Journal of Bilingual Education and
Bilingualism.
Williams,
A.I., Uchikoshi, Y., Bunge, S.A., Zhou, Q. (2018).
Relations of English and heritage language proficiency to
response inhibition and attention shifting in dual language
learners in Head Start. Early Education and
Development.
Chen, S.H., Zhou, Q., Uchikoshi, Y., Bunge, S. (2014). Variations
on the bilingual advantage? Links of Chinese and English
proficiency to Chinese American children’s
self-regulation. Frontiers in Psychology, 5:
1069. doi: 10.3389/fpsyg.2014.01069