This study examines the language and literacy development of emerging bilinguals from Spanish-speaking and Cantonese-speaking English Learners in an urban school district in Northern California.  Data in both home language and English were collected in the fall of kindergarten, winter/spring of first grade, and spring of second grade.

Funded by Foundation for Child Development

Collaborators: Dr. Stefka Marinova-Todd (University of British Columbia); Dr. Genevieve Leung (University of San Francisco) Dr. Hyun-Sook Kang (University of Illinois)

Publications

Kang, H-S & Uchikoshi, Y. (2022). Child second language development of English tense and aspect: The role of narrative organization. Applied Psycholinguistics, 43(4), 785-804. DOI: https://doi.org/10.1017/S014271642200014

Uchikoshi, Y. & Marinova-Todd, S.H.  (2019). The effect of dual language proficiency on literacy development in emergent bilinguals in the U.S. and Canada.  In Uccelli, P., Rowe, M., Lieven, E., & Gover, V. Learning through Language: Towards an Educationally Informed Theory of Language Learning.  Cambridge University Press

Uchikoshi, Y. (2019). Phonological awareness trajectories: Young Spanish-English and Cantonese-English bilinguals.  Language Learning.

Lucero, A. & Uchikoshi, Y.  (2019).  Narrative Assessment with 1st Grade Spanish-English Emergent Bilinguals: Spontaneous versus Retell Conditions. Narrative Inquiry.

Uchikoshi, Y. & Marinova-Todd, S.H.  (2019). The effect of dual language proficiency on literacy development in emergent bilinguals in the U.S. and Canada.  In Uccelli, P., Rowe, M., Lieven, E., & Gover, V. Learning through Language: Towards an Educationally Informed Theory of Language Learning.  Cambridge University Press

Uchikoshi, Y., Yang, L, & Liu, S. (2017).  Role of narrative skills on reading comprehension: Spanish-English and Cantonese-English Dual Language Learners.  Reading and Writing: An Interdisciplinary Journal.  http://rdcu.be/xZfh

Uchikoshi, Y., Yang, L., Lohr, B., & Leung, G. (2016). Role of oral proficiency on reading comprehension: Within-language and cross-language relationships. Literacy Research: Theory, Method, and Practice.

Uchikoshi, Y. (2014). Development of vocabulary in Spanish-speaking and Cantonese-speaking English Language Learners.  Applied Psycholinguistics, 35 (1), 119-153.

Uchikoshi, Y. (2013). Predictors of English reading comprehension: Cantonese-speaking English language learners in the U.S.  Reading and Writing: An Interdisciplinary Journal, 26(6), 913-939.

Leung, G. & Uchikoshi, Y. (2012). Relationships among language ideologies, family language policies, and children’s language achievement: A look at Cantonese-English bilinguals in the U.S.  Bilingual Research Journal.

Uchikoshi, Y. & Marinova-Todd, S. (2012). Vocabulary and early literacy skills of Cantonese-speaking English language learners in the U.S. and Canada. Reading and Writing: An Interdisciplinary Journal, 25(9), 2107-2129.

Marinova-Todd, S. & Uchikoshi, Y.  (2010).  The role of L1 on the oral language development in English: The case of Chinese and Spanish.  In A.Y. Durgunoglu  &  C.Goldenberg  (Eds.). Language and Literacy Development in Bilingual Settings.  NY: Guilford.

Reyes, I. & Uchikoshi, Y.  (2009).  Emergent literacy in immigrant children: Home and school environment interface.   In E. Grigorenko and R.Takanishi (Eds.).  Immigration, Diversity, and Education.  Routledge: Taylor and Francis Group.