Documentation of vocabulary acquisition in bilingual Qom-Spanish children in Argentina

Autores
Rosemberg, Celia Renata; Alam, Florencia; Ojea, Gladys Liliana; Garber, Leandro Martín; Stein, Alejandra; de Benedictis, Carla; Friend, Margaret
Año de publicación
2024
Idioma
inglés
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
This study documents vocabulary acquisition in bilingual Qom - Spanish indigenous children. The Qom ethnic group is one of the largest in Argentina (INDEC, 2010). Qom l’aqtaqa (a Guaycuruan language) is characterized by the morphological complexity of nouns and verbs, tending towards polysynthesis and agglutination. Only 44.3% of the Qom population over 5 years of age speak Qom l’aqtaqa at home (ECPI, 2004-2005). In rural communities language attrition has increased, due to the spread of social media and schooling in traditional Spanish monolingual contexts (Hetch, 2017). High quality bilingual education in the early years of schooling is crucial to fostering bilingual acquisition, intergenerational transmission, and cultural identity. We assessed Qom and Spanish vocabulary from preschool through the early school years to inform educational interventions and extend the literature on bilingual development. We developed adaptations of the Computerized Comprehension Task (Author, 2012) in Qom and Chaco Spanish. Item selection was based on word frequency in recordings of household interactions (corpus: Author, 2011- 2019) and interviews with native speakers. 70 bilingual children (x= 5.5 years; range=3.0 to 7.0) were assessed by monolingual Spanish and bilingual Qom teachers. Regression analyses revealed a positive trajectory in Spanish: the association between age and accuracy was positive (from 3 to 5 ⏀= .751, p= .00 and from 5 to 7: ⏀= .289, p= .048) and between age and latency was negative (from 3 to 5: ⏀= -.661, p= .00 and from 5 to 7: ⏀= -.222, p=.057). Qom showed a positive association with vocabulary from 3 to 5 (accuracy ⏀= .506, p= .037 and latency ⏀= -.780 p= .00), but the association with accuracy was negative from 5 to 7 years (⏀=.-.58 p=.00). This points to potential Indigenous language attrition relative to the majority language in the early school years.
Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Alam, Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Ojea, Gladys Liliana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Garber, Leandro Martín. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Stein, Alejandra. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: de Benedictis, Carla. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Friend, Margaret. San Diego State University; Estados Unidos
XVI International Congress for the Study of Child Language
Praga
República Checa
International Association for the Study of Child Language
Materia
Vocabulary acquisition
Bilingual qom-spanish
indigenous children
Vocabulary assessment
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/255863
Acceder
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network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Documentation of vocabulary acquisition in bilingual Qom-Spanish children in ArgentinaRosemberg, Celia RenataAlam, FlorenciaOjea, Gladys LilianaGarber, Leandro MartínStein, Alejandrade Benedictis, CarlaFriend, MargaretVocabulary acquisitionBilingual qom-spanishindigenous childrenVocabulary assessmenthttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5This study documents vocabulary acquisition in bilingual Qom - Spanish indigenous children. The Qom ethnic group is one of the largest in Argentina (INDEC, 2010). Qom l’aqtaqa (a Guaycuruan language) is characterized by the morphological complexity of nouns and verbs, tending towards polysynthesis and agglutination. Only 44.3% of the Qom population over 5 years of age speak Qom l’aqtaqa at home (ECPI, 2004-2005). In rural communities language attrition has increased, due to the spread of social media and schooling in traditional Spanish monolingual contexts (Hetch, 2017). High quality bilingual education in the early years of schooling is crucial to fostering bilingual acquisition, intergenerational transmission, and cultural identity. We assessed Qom and Spanish vocabulary from preschool through the early school years to inform educational interventions and extend the literature on bilingual development. We developed adaptations of the Computerized Comprehension Task (Author, 2012) in Qom and Chaco Spanish. Item selection was based on word frequency in recordings of household interactions (corpus: Author, 2011- 2019) and interviews with native speakers. 70 bilingual children (x= 5.5 years; range=3.0 to 7.0) were assessed by monolingual Spanish and bilingual Qom teachers. Regression analyses revealed a positive trajectory in Spanish: the association between age and accuracy was positive (from 3 to 5 ⏀= .751, p= .00 and from 5 to 7: ⏀= .289, p= .048) and between age and latency was negative (from 3 to 5: ⏀= -.661, p= .00 and from 5 to 7: ⏀= -.222, p=.057). Qom showed a positive association with vocabulary from 3 to 5 (accuracy ⏀= .506, p= .037 and latency ⏀= -.780 p= .00), but the association with accuracy was negative from 5 to 7 years (⏀=.-.58 p=.00). This points to potential Indigenous language attrition relative to the majority language in the early school years.Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Alam, Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Ojea, Gladys Liliana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Garber, Leandro Martín. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Stein, Alejandra. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: de Benedictis, Carla. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Friend, Margaret. San Diego State University; Estados UnidosXVI International Congress for the Study of Child LanguagePragaRepública ChecaInternational Association for the Study of Child LanguageInternational Association for the Study of Child Language2024info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectCongresoBookhttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/255863Documentation of vocabulary acquisition in bilingual Qom-Spanish children in Argentina; XVI International Congress for the Study of Child Language; Praga; República Checa; 2024; 56-56CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://iascl2024.com/wp-content/uploads/2024/07/IASCLabstracts.pdfinfo:eu-repo/semantics/altIdentifier/url/https://iascl2024.com/2024/07/15/iascl-2024-symposia/Internacionalinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T09:46:59Zoai:ri.conicet.gov.ar:11336/255863instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 09:46:59.552CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Documentation of vocabulary acquisition in bilingual Qom-Spanish children in Argentina
title Documentation of vocabulary acquisition in bilingual Qom-Spanish children in Argentina
spellingShingle Documentation of vocabulary acquisition in bilingual Qom-Spanish children in Argentina
Rosemberg, Celia Renata
Vocabulary acquisition
Bilingual qom-spanish
indigenous children
Vocabulary assessment
title_short Documentation of vocabulary acquisition in bilingual Qom-Spanish children in Argentina
title_full Documentation of vocabulary acquisition in bilingual Qom-Spanish children in Argentina
title_fullStr Documentation of vocabulary acquisition in bilingual Qom-Spanish children in Argentina
title_full_unstemmed Documentation of vocabulary acquisition in bilingual Qom-Spanish children in Argentina
title_sort Documentation of vocabulary acquisition in bilingual Qom-Spanish children in Argentina
dc.creator.none.fl_str_mv Rosemberg, Celia Renata
Alam, Florencia
Ojea, Gladys Liliana
Garber, Leandro Martín
Stein, Alejandra
de Benedictis, Carla
Friend, Margaret
author Rosemberg, Celia Renata
author_facet Rosemberg, Celia Renata
Alam, Florencia
Ojea, Gladys Liliana
Garber, Leandro Martín
Stein, Alejandra
de Benedictis, Carla
Friend, Margaret
author_role author
author2 Alam, Florencia
Ojea, Gladys Liliana
Garber, Leandro Martín
Stein, Alejandra
de Benedictis, Carla
Friend, Margaret
author2_role author
author
author
author
author
author
dc.subject.none.fl_str_mv Vocabulary acquisition
Bilingual qom-spanish
indigenous children
Vocabulary assessment
topic Vocabulary acquisition
Bilingual qom-spanish
indigenous children
Vocabulary assessment
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv This study documents vocabulary acquisition in bilingual Qom - Spanish indigenous children. The Qom ethnic group is one of the largest in Argentina (INDEC, 2010). Qom l’aqtaqa (a Guaycuruan language) is characterized by the morphological complexity of nouns and verbs, tending towards polysynthesis and agglutination. Only 44.3% of the Qom population over 5 years of age speak Qom l’aqtaqa at home (ECPI, 2004-2005). In rural communities language attrition has increased, due to the spread of social media and schooling in traditional Spanish monolingual contexts (Hetch, 2017). High quality bilingual education in the early years of schooling is crucial to fostering bilingual acquisition, intergenerational transmission, and cultural identity. We assessed Qom and Spanish vocabulary from preschool through the early school years to inform educational interventions and extend the literature on bilingual development. We developed adaptations of the Computerized Comprehension Task (Author, 2012) in Qom and Chaco Spanish. Item selection was based on word frequency in recordings of household interactions (corpus: Author, 2011- 2019) and interviews with native speakers. 70 bilingual children (x= 5.5 years; range=3.0 to 7.0) were assessed by monolingual Spanish and bilingual Qom teachers. Regression analyses revealed a positive trajectory in Spanish: the association between age and accuracy was positive (from 3 to 5 ⏀= .751, p= .00 and from 5 to 7: ⏀= .289, p= .048) and between age and latency was negative (from 3 to 5: ⏀= -.661, p= .00 and from 5 to 7: ⏀= -.222, p=.057). Qom showed a positive association with vocabulary from 3 to 5 (accuracy ⏀= .506, p= .037 and latency ⏀= -.780 p= .00), but the association with accuracy was negative from 5 to 7 years (⏀=.-.58 p=.00). This points to potential Indigenous language attrition relative to the majority language in the early school years.
Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Alam, Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Ojea, Gladys Liliana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Garber, Leandro Martín. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Stein, Alejandra. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: de Benedictis, Carla. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Friend, Margaret. San Diego State University; Estados Unidos
XVI International Congress for the Study of Child Language
Praga
República Checa
International Association for the Study of Child Language
description This study documents vocabulary acquisition in bilingual Qom - Spanish indigenous children. The Qom ethnic group is one of the largest in Argentina (INDEC, 2010). Qom l’aqtaqa (a Guaycuruan language) is characterized by the morphological complexity of nouns and verbs, tending towards polysynthesis and agglutination. Only 44.3% of the Qom population over 5 years of age speak Qom l’aqtaqa at home (ECPI, 2004-2005). In rural communities language attrition has increased, due to the spread of social media and schooling in traditional Spanish monolingual contexts (Hetch, 2017). High quality bilingual education in the early years of schooling is crucial to fostering bilingual acquisition, intergenerational transmission, and cultural identity. We assessed Qom and Spanish vocabulary from preschool through the early school years to inform educational interventions and extend the literature on bilingual development. We developed adaptations of the Computerized Comprehension Task (Author, 2012) in Qom and Chaco Spanish. Item selection was based on word frequency in recordings of household interactions (corpus: Author, 2011- 2019) and interviews with native speakers. 70 bilingual children (x= 5.5 years; range=3.0 to 7.0) were assessed by monolingual Spanish and bilingual Qom teachers. Regression analyses revealed a positive trajectory in Spanish: the association between age and accuracy was positive (from 3 to 5 ⏀= .751, p= .00 and from 5 to 7: ⏀= .289, p= .048) and between age and latency was negative (from 3 to 5: ⏀= -.661, p= .00 and from 5 to 7: ⏀= -.222, p=.057). Qom showed a positive association with vocabulary from 3 to 5 (accuracy ⏀= .506, p= .037 and latency ⏀= -.780 p= .00), but the association with accuracy was negative from 5 to 7 years (⏀=.-.58 p=.00). This points to potential Indigenous language attrition relative to the majority language in the early school years.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/conferenceObject
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http://purl.org/coar/resource_type/c_5794
info:ar-repo/semantics/documentoDeConferencia
status_str publishedVersion
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dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/255863
Documentation of vocabulary acquisition in bilingual Qom-Spanish children in Argentina; XVI International Congress for the Study of Child Language; Praga; República Checa; 2024; 56-56
CONICET Digital
CONICET
url http://hdl.handle.net/11336/255863
identifier_str_mv Documentation of vocabulary acquisition in bilingual Qom-Spanish children in Argentina; XVI International Congress for the Study of Child Language; Praga; República Checa; 2024; 56-56
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
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info:eu-repo/semantics/altIdentifier/url/https://iascl2024.com/2024/07/15/iascl-2024-symposia/
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
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application/pdf
application/pdf
dc.coverage.none.fl_str_mv Internacional
dc.publisher.none.fl_str_mv International Association for the Study of Child Language
publisher.none.fl_str_mv International Association for the Study of Child Language
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