Elise Moo
Research Mentor(s): Ioulia Kovelman
Mentor Department: Psychology and CHGD
Authors: Elise Moo, Lori Chen
Session: Session 4 (1:00pm – 1:50pm)
Presentation Type: Poster 47
Abstract
Parents have diverse motivations for encouraging their children to learn a second language. Understanding these motivations—and their potential effects on children’s literacy development—can provide valuable insight into the broader processes of reading development and language acquisition. Previous research on bilingual literacy development and parental motivation suggests that many significant motivations are rooted in instrumentalism, which emphasizes the practical benefits of language learning (Lin et al., 2011). However, there remains a notable gap in research exploring both the broader field of bilingual development and the specific “microsystem†of a child’s language learning, particularly the role of external influences such as parental motivation (Fann et al., 2024). This study aims to investigate the connection between parents’ motivation and their children’s bilingual development. To explore this relationship, we analyzed data from 73 bilingual children, aged 7-11, fluent in both Spanish and English. Children’s language proficiency was assessed in each of their respective languages. Concurrently, their parents completed a questionnaire detailing the nature and intensity of their motivations for supporting bilingualism. We then correlated children’s language proficiency in both English and their home language (Spanish) with the types and levels of parental motivation. Our findings aim to contribute to a deeper understanding of the factors influencing bilingual literacy development in youth, highlighting the role of parental motivation in shaping children’s language learning outcomes.
