Matching Items (2)
Description
Research regarding social competence is growing rapidly, but there remain a few aspects of social development that merit more attention. The presented pair of studies were planned to address two such areas in the social development literature, specifically the longitudinal trajectories of social competence and the role of social competence in second language development in language minority (LM) students. The goal of the first investigation was to examine the developmental trends of interpersonal skills (IS) across the early childhood and elementary school years in a nationally representative, U.S. sample. The goal of the second study was to examine whether differing trajectories of IS development in language minority children in the U.S. were related to their language and literacy (LL) skills at grade 5. Both studies utilized data from the Early Childhood Longitudinal Study - Kindergarten Class of 1998-1999 and modeled ratings of children's IS at five time points between fall of kindergarten and spring of fifth grade using latent class growth analyses in Mplus. In study 1, the best model was a quadratic two-class latent class growth analysis. Trajectory class 1 was a higher-level path with a marginally significant non-linear shape and class 2 was a primarily stable, moderate level path with a slight, non-significant increase over time. The same pattern of results emerged for both boys and girls separately as with the combined-sex model, and in all three final models the proportion of the sample in the higher-level class was greater than the moderate-level class. In study 2 a sample of U.S. children whose primary language at home was something other than English was utilized. LL at the start of kindergarten and sex were included as covariates and LL in fifth grade as a distal outcome. The best model for the data was a cubic two-class latent class growth analysis. Class 1 followed a higher-level path with small, incremental change over time and class 2 was a moderate-level path with greater undulation. Both covariates significantly predicted latent class and language and literacy scores at grade 5 differed significantly across classes.
ContributorsDiDonato, Alicia (Author) / Wilcox, M. Jeanne (Thesis advisor) / Bradley, Robert (Committee member) / Wilkens, Natalie (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2014
Description
The following dissertation provides perspectives on the social, political, economic, and academic influences on language use, and particularly heritage language use, within the Filipino American community. What is the nature of language in this community? In what ways does language exist or co-exist? The hypothesis that autochthonous Filipino languages in the United States cease to be spoken in favor of English by Filipino Americans was tested through mixed methods of research. Literature and databases were reviewed which provided information concerning statistics, issues, and policies relating to language in Filipino America. Field research and interviews were conducted in which language use was of key interest. Results varied individually and contextually. Language seems to exist within the Filipino American community on a dynamic continuum. Immigrant Filipino Americans appear to be bilingual and multilingual. Second generation Filipino Americans tend to be English dominant with a range of bilingualism. The California Department of Education (CDOE) appears to foster bilingualism / multilingualism through its World Languages Departments (secondary education level), by offering language courses, such as Tagalog-based Filipino. Efforts to maintain non-English, Filipino languages in Arizona are less conspicuous, but they do exist primarily in familial and entrepreneurial ways.
ContributorsAxel, Joseph (Author) / Mccarty, Teresa (Thesis advisor) / Wiley, Terrence (Committee member) / Faltis, Christian (Committee member) / Arizona State University (Publisher)
Created2011