Home language environment and bilingual acquisition in preschoolers from low-income homes: differential impact of language and literacy related factors

Abstract

ABSTRACT This paper explores home language environment and bilingual language acquisition of 3- to 4-year-old children who come from low-income homes, based on the results of a questionnaire and a battery of bilingual language tests taken by 32 Chinese and Malay preschoolers in Singapore. Assessments included receptive vocabulary, depth of vocabulary, phonological awareness and print concept in both English and Mother Tongue (Chinese or Malay). The results were different for language and literacy factors. Home language use had no impact on test scores. However, literacy-related factors showed significant impact on nearly all the test results in both languages of the bilingual child. Reasons for lack of impact of home language use could be the quality of language used at home, inaccuracies in parent reports and the long hours that parents spend working outside the home. The authors conclude with emphasising the need for early reading intervention in order to improve bilingual language acquisition.