Variations in the Home Language Environment and Early Language Development in Rural China

Yue Ma, Laura Jonsson, Tianli Feng, Tyler Weisberg, Teresa Shao, Zixin Yao, Dongming Zhang, Sarah-Eve Dill, Yian Guo, Yue Zhang, Dimitris Friesen and Scott Rozelle
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Yue Ma: Rural Education Action Program, Freeman Spogli Institute for International Studies, Stanford University, Palo Alto, CA 94305-6055, USA
Laura Jonsson: Rural Education Action Program, Freeman Spogli Institute for International Studies, Stanford University, Palo Alto, CA 94305-6055, USA
Tianli Feng: School of Management and Economics, University of Electronic Science and Technology of China, Chengdu 610054, China
Tyler Weisberg: Rural Education Action Program, Freeman Spogli Institute for International Studies, Stanford University, Palo Alto, CA 94305-6055, USA
Teresa Shao: Rural Education Action Program, Freeman Spogli Institute for International Studies, Stanford University, Palo Alto, CA 94305-6055, USA
Zixin Yao: Rural Education Action Program, Freeman Spogli Institute for International Studies, Stanford University, Palo Alto, CA 94305-6055, USA
Dongming Zhang: Rural Education Action Program, Freeman Spogli Institute for International Studies, Stanford University, Palo Alto, CA 94305-6055, USA
Sarah-Eve Dill: Rural Education Action Program, Freeman Spogli Institute for International Studies, Stanford University, Palo Alto, CA 94305-6055, USA
Yian Guo: Rural Education Action Program, Freeman Spogli Institute for International Studies, Stanford University, Palo Alto, CA 94305-6055, USA
Yue Zhang: Child Health Care Department, National Center for Women and Children’s Health, Chinese Center for Disease Control and Prevention, Beijing 100081, China
Dimitris Friesen: Rural Education Action Program, Freeman Spogli Institute for International Studies, Stanford University, Palo Alto, CA 94305-6055, USA

IJERPH, 2021, vol. 18, issue 5, 1-20

Abstract: The home language environment is critical to early language development and subsequent skills. However, few studies have quantitatively measured the home language environment in low-income, developing settings. This study explores variations in the home language environment and child language skills among households in poor rural villages in northwestern China. Audio recordings were collected for 38 children aged 20–28 months and analyzed using Language Environment Analysis (LENA) software; language skills were measured using the MacArthur–Bates Mandarin Communicative Developmental Inventories expressive vocabulary scale. The results revealed large variability in both child language skills and home language environment measures (adult words, conversational turns, and child vocalizations) with 5- to 6-fold differences between the highest and lowest scores. Despite variation, however, the average number of adult words and conversational turns were lower than found among urban Chinese children. Correlation analyses did not identify significant correlations between demographic characteristics and the home language environment. However, the results do indicate significant correlations between the home language environment and child language skills, with conversational turns showing the strongest correlation. The results point to a need for further research on language engagement and ways to increase parent–child interactions to improve early language development among young children in rural China.

Keywords: home language environment; child development; language development; rural China; individual differences (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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