[논문]아시아계와 남미계 미국인 이민자 엄마의 언어 사용과 학령 전 아동의 학교준비도 사이의 관계

이래혁

doi:10.5392/jkca.2018.18.11.188

아시아계와 남미계 미국인 이민자 엄마의 언어 사용과 학령 전 아동의 학교준비도 사이의 관계
The Associations between Early Maternal Language Use and School Readiness among Young Children of Asian and Hispanic Immigrant Mothers in the United States 원문보기

한국콘텐츠학회논문지 = The Journal of the Korea Contents Association, v.18 no.11, 2018년, pp.188 - 204

초록
AI-Helper

본 연구는 아시아계와 남미계 미국인 이민자 엄마의 언어 사용과 학령 전 아동의 학교준비도 사이의 관계를 규명하려는 목적으로 수행되었다. 미국 교육부에서 구축한 전국적 대표성을 지니는 출생 코호트 자료에서 이민자 엄마의 자녀 약 1,500명을 대상으로 중다회귀분석 방법을 활용하여 분석을 수행한 결과는 다음과 같다. 첫째, 아시아계와 남미계 집단 모두에게서 이민자 엄마가 모국어를 사용하는 경우보다 영어만 사용하거나 영어와 모국어를 함께 사용하는 경우에 자녀의 표현적 언어 발달에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 아시아계 이민자 엄마가 모국어를 사용하는 경우보다 영어만 사용하거나 영어와 모국어를 함께 사용하는 경우 자녀의 친사회적 행동에 긍정적 영향을 미치는 것으로 분석되었다. 셋째, 영어와 모국어를 함께 사용하는 이민자 엄마의 미국 내 거주기간이 길수록 자녀의 학습 접근과 행동 발달에 긍정적인 영향을 미치는 것으로 나타났다. 본 연구의 결과를 토대로 이민자 가정의 학령 전 아동의 발달을 도울 수 있는 개입 방안에 대해서 논의하였다.

Abstract ▼ AI-Helper

This study examined how early maternal language use was associated with school readiness at kindergarten entry among children of Asian or Hispanic immigrant mothers in the United States. Using a nationally representative sample from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B; $N{\approx}1,500$), this study estimates multivariate regression models to address each research question. This study finds generally advantages of maternal use of English and bilingualism for children's expressive language in both Asian and Hispanic groups and for children's pro-social behavior in the Asian group. It also finds that longer residency in the U.S. is associated with higher levels of approaches to learning for children of bilingual Asian mothers and lower levels of behavior problems for children of bilingual Hispanic mothers. Based on the findings, social work implications for the healthy development of young children of immigrants were discussed.

주제어

표/그림 (2)

표 Table 1. Maternal Language Use and Cognitive Development among Children of Asian and Hispanic Immigrant Mothers
표 Table 2. Maternal Language Use and Socio-emotional Development among Children of Asian and Hispanic Immigrant Mothers

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문제 정의

Despite these limitations, the findings of this study provide important implications for the school readiness of immigrant children in South Korea, which is the main contribution of this study. This is particularly meaningful in that children in multicultural family in South Korea are mainly those who are born in South Korea.
In this study, following the definition of UNICEF[16], school readiness is defined as the developmental competencies of children at school entry, including cognitive skills as well as socio-emotional wellbeing. Hence, using a sample of children of Asian and Hispanic immigrant mothers from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), this study aims to examine the associations between early maternal language use and child school readiness at kindergarten entry. The research questions of this study are as follows.

제안 방법

All models include all control variables, two binary indicators for children who entered kindergarten in 2006 vs. 2007 and for mothers’ country of origin(Chinese vs. other Asian in the Asian group and Mexican vs. other Hispanic in the Hispanic group), an indicator for mothers’ length of U.S. residency, and a binary indicator for the presence of fathers at home at the 9-month survey.
9%[49][50]. Also, this study includes all outcome variables in the multiple imputation to increase the accuracy of imputation[51], but uses the original outcome variables, not the imputed ones, in the analysis. Using the MICOMBINE command in Stata, this study estimates the final average coefficients from ten separate regressions and standard errors adjusted across the imputed data sets[49].
All regressions were adjusted using the kindergarten sampling weights (WK1R0). The main model included all covariates, and the interaction model was the same with the main model but further added interaction terms between maternal language groups and years of U.S. residency. Sample sizes were rounded to the nearest 50, due to IES reporting rules.
This study uses a comprehensive definition of school readiness, that is how ready a child is for school, cognitively, socially, and emotionally[41]. Therefore, this study analyzes three cognitive (i.e., early reading, expressive language, and mathematics) and four socio-emotional (i.e., approaches to learning, pro-social behavior, externalizing problems, and attention problems) outcome variables that were all measured at the kindergarten survey.
This study creates standardized z-scores by reverse-coding each item and then summing and standardizing all items (α=0.81 in Asians and α=0.83 in Hispanics), with higher scores reflecting lower levels of attention problems.
This study reverse-codes each item, sums all items (α=0.84 in Asians and α=0.87 in Hispanics), and then standardizes the total score, with higher scores indicating lower levels of externalizing problems.
This study specifies empirical models relying on Ordinary Least Squares regressions of school readiness outcomes on maternal language use, separately for Asian and Hispanic groups. All models include all control variables, two binary indicators for children who entered kindergarten in 2006 vs.
This study uses a comprehensive definition of school readiness, that is how ready a child is for school, cognitively, socially, and emotionally[41]. Therefore, this study analyzes three cognitive (i.
To address missing data on control variables, this study employs multiple imputation. Missing rates in most control variables were low (ranging from 0% to 2.
To better measure diverse patterns of language use among recent Asian and Hispanic immigrant mothers, this study defines three language groups, and compares children’s school readiness outcomes across these three language groups, separately for Asians and Hispanics.
To measure children’s attention problems, this study employs four items from the PKBS-2[45].
To measure maternal language use among Asian and Hispanic foreign-born mothers, this study uses information about two aspects of language: their primary language at home (English vs. home language) measured at the 9-month and 2-year surveys and their English proficiency (speaking, reading, writing, and understanding English) measured at the 9-month survey.
Using a contemporary and nationally representative sample of children of Asian and Hispanic immigrant mothers in the United States, this study examines the associations between maternal language use and children’s school readiness outcomes at kindergarten entry.
Also, this study includes all outcome variables in the multiple imputation to increase the accuracy of imputation[51], but uses the original outcome variables, not the imputed ones, in the analysis. Using the MICOMBINE command in Stata, this study estimates the final average coefficients from ten separate regressions and standard errors adjusted across the imputed data sets[49].

대상 데이터

The ECLS-B only followed about 7,700 cases at the kindergarten survey due to financial constraints[39], and, of these, about 7,000 children and their parents completed child direct assessments and parent interviews, respectively. Of these, this study selected mothers who were foreign-born, leaving about 1,800 cases. Foreign-born mothers who were born in countries other than Asian and Latin American countries were excluded, leaving about 1,500 cases.
Thus, the final participants of the analytic sample include about 1,500 children whose foreign-born mothers came from Asian countries (n≈850; about 40% from China and the rest from Japan, Philippine, India, Korea, Vietnam, and other Asia or Pacific Island) or Latin American countries (n≈650; about 70% from Mexico and the rest from Puerto Rico, Cuba, and other Central or South America).

이론/모형

Reference language group was home language mothers. All regressions were adjusted using the ECLS-B sampling weights (WK1R0). The main model included all covariates, and the interaction model was the same with the main model but further added interaction terms between maternal language groups and years of U.
Reference language group was home language mothers. All regressions were adjusted using the kindergarten sampling weights (WK1R0). The main model included all covariates, and the interaction model was the same with the main model but further added interaction terms between maternal language groups and years of U.
To measure children’s early reading skills, this study uses early reading scores developed for the ECLS-B.
To measure children’s mathematics skills, this study uses mathematics scores developed for the ECLS-B.
To measure children’s pro-social behavior, this study employs six items from the Preschool and Kindergarten Behavior Scales[45].

성능/효과

e., speaking, reading, writing, and understanding English very well or pretty well; hereafter, bilingual mothers); and 3) mothers who primarily used their home language at home and had low English proficiency (i.e., speaking, reading, writing, or understanding English not very well or not well at all; hereafter, home language mothers).
First, mothers’ cognitively stimulating activities variable is measured as the total score (ranging from 3 to 12; α =0.54 in Asians and α=0.64 in Hispanics) of the three items (i.e., reading books, telling stories, and singing songs), with higher scores indicating more activities[48].
Third, a sleeping routine measure is a binary variable with a value of 1 if a family had a regular routine for bed time and 0 otherwise. Fourth, the frequency of eating dinner together per week is a continuous variable ranging from 0 to 7.
In the main model including all control variables, children of bilingual and English dominant Asian mothers showed higher levels of pro-social behavior than those of home language Asian mothers (0.234SDs and 0.298SDs, respectively, p<0.05).
This study creates standardized z-scores by summing and standardizing all items (α=0.86 in Asians and α=0.87 in Hispanics), with higher scores reflecting better pro-social behavior.
To assess a child’s ability to construct a grammatically accurate, consistent story, field interviews read two stories to the child, and then trained coders rated the response of the child with five response values (0=“no response” to 5=“articulate, detailed sentences, vivid vocabulary, and complex constructions)[42]. This study standardizes the average scores provided in the ECLS-B with higher scores indicating better expressive language skills; in the analytic sample, the mean of the standardized z-scores for Asian and Hispanic groups was 0.36 and -0.08, respectively.
The mathematics scale includes 41 items for number sense, properties, and operations, 3 items for measurement, 4 items for geometry and spatial sense, 3 items for data analysis, statistics, and probability, and 7 items for patterns, algebra, and functions[42]. This study standardizes the overall scores, with higher scores indicating better mathematics skills; in the analytic sample, the mean of the standardized z-scores for Asian and Hispanic groups was 0.75 and -0.16, respectively.
This study transforms the overall scale scores to z-scores by standardizing it to have a mean of 0 and a standard deviation of 1, with higher scores indicating better early reading skills; in the analytic sample, the mean of the standardized scores for Asian and Hispanic groups was 0.73 and –0.15, respectively.
6%), but such rates were slightly higher in some control variables, such as cognitively stimulating activities. Using the ICE command in Stata, this study creates ten imputed data sets to increase the expected relative efficiency (i.e., the recovery rate of missing data), which resulted in 99.9%[49][50]. Also, this study includes all outcome variables in the multiple imputation to increase the accuracy of imputation[51], but uses the original outcome variables, not the imputed ones, in the analysis.
With respect to children’s behavior problems, contrary to as expected, this study finds higher levels of attention problems among children of English dominant Asian mothers compared to those of home language Asian mothers; children of English dominant Asian mothers also tended to show higher levels of externalizing problems.

후속연구

Answering these research questions will provide empirical evidence to suggest implications for the school readiness of immigrant children in the Korean context (those called children in multicultural families in South Korea who have at least one foreign-born parent). Also, given that Asian and Hispanic immigrant groups are the representative ones in the United States, but are quite different in maternal language use as well as socioeconomic background, the results of the second research question will provide implications with respect to helping immigrant children grow up healthily in the Korean society, particularly those whose mothers have difficulties in using Korean language and have low socioeconomic status.
Furthermore, this study finds beneficial effects of maternal use of English or bilingualism only for language related outcomes, but not math scores, which complements prior research[11][52]. As expected, this is likely due to the fact that mother’s language characteristics (i.
Second, although this study examined children’s school readiness separately for Asians and Hispanics—two major recent immigrant groups—it is not able to further investigate variations by country of origin within the Asian and Hispanic groups due to sample size limitations.
Therefore, this study expects that maternal language use may play an important role in predicting the development of young children in immigrant families, by having a direct influence on children’s development outcomes and by affecting family processes with which they interact.

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저자의 다른 논문 :

표제어: PCR

동의어: Packet Collision Rate

용어 설명 출처 목록 (6)

용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

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