This is a large-scale 5-year neuroimaging study in looking at how
children learning two languages learn to read from kindergarten
to 3rd grade in immersion programs. Our participants include
Spanish and Cantonese speakers learning to read in English and in
their native languages, and English speakers learning to read in
English as well as Spanish or Cantonese. The theoretical goal is
to test and evaluate models of literacy acquisition through
behavioral assessments and neuro-imaging techniques.
We are examining a parent engagement program to help reduce
summer reading loss with Latino Dual Language Learners. We
are also looking at children’s bilingual language exposure during
the summer, and how bilingual children and their parents interact
around bilingual books.
Few studies exist on Cantonese-English dual language programs in
the U.S. In collaboration with the principal and
teachers, this study examines the relationships between
language identity, language attitudes, and language proficiency
with upper elementary school students attending a Cantonese Dual
Language Immersion Program.
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.