Long-term interrelations between socio-emotional and language competencies among preschool dual language learners in Germany.

BACKGROUND: Recent research has shown that socio-emotional and language competencies are positively associated with each other. However, few studies have explored these associations for the second language competencies (L2) of young dual language learners (DLLs). AIMS: This longitudinal study investigated possible bidirectional associations between L2 language (expressive and receptive vocabulary) and socio-emotional competencies among preschool DLLs. SAMPLE: The participants were 216 German DLLs (MT1  = 52.67 months; SD = 9.54; 53% girls) who were recruited from 19 preschools. METHOD: L2 skills were assessed at three time points over the course of one year using standardized tests for expressive and receptive vocabulary. Children's teachers rated their socio-emotional strengths and behaviour concerns. Cross-lagged panel analyses were used to examine the temporal interplay and longitudinal directionality of effects controlling for children's age, sex, type of language acquisition (sequential vs. simultaneous), and socio-economic status. RESULTS: Vocabulary skills and socio-emotional skills were positively correlated with one another at each time point, such that children with better language proficiency were rated by their teachers as children with higher levels of socio-emotional competence. Moreover, our results provided support for an effect of early socio-emotional skills (T1) on the relative increase in L2 vocabulary skills (T2 & T3), particularly for expressive vocabulary. However, our results did not demonstrate a statistically significant effect of better L2 language skills on the relative change in socio-emotional competencies. CONCLUSION: Our results suggest unidirectional longitudinal relations between the socio-emotional and L2 skills, signifying the role of socio-emotional skills for the vocabulary development of DLLs.

Dual Language Competencies of Turkish-German Children Growing Up in Germany: Factors Supportive of Functioning Dual Language Development.

This paper is about the first (L1) and second language (L2) skills of Turkish-German dual language learners (DLLs), the interrelatedness of the L1 and L2 skills, and their relation to other selected child and family variables. The first aim of the study was to examine L1 and L2 performance and the relation between the languages. Second, the study sought to explore the conditions in which functioning dual language development can be achieved, while trying to predict the extent to which child and environmental factors are related to the DLLs' language competencies. L1 and L2 language skills of N = 69 bilingually developing 3-5 years old Turkish-German children were assessed via standardized tests. In addition, information on the children's sociodemographic variables and home language environments was obtained by means of parental questionnaires. Correlational analyses were used to examine the interrelations between L1 and L2 skills and multiple regression analyses were conducted in order to predict the children's language competencies. The children showed age-appropriate language skills in L1 (Turkish) and lower language skills in L2 (German). Whereas their phonological memory abilities were positively correlated with L1 and L2 skills, their expressive vocabulary in L1 was negatively correlated with L2 skills. Our findings also indicated that phonological memory was a strong predictor of language abilities. Concerning family variables, both early daycare entry and stimulating home language environment were significant predictors of better L2 skills. Lastly, balanced use of both languages at home had no negative consequences on language competencies. Although more research is needed, this study shows the benefits of using a combined language measure including both L1 and L2 skills to predict DLLs' language competencies without disregarding either of their languages.