TY - JOUR
T1 - Háblame Bebé
T2 - A phone application intervention to support Hispanic children’s early language environments and bilingualism
AU - Baralt, Melissa
AU - Darcy Mahoney, Ashley
AU - Brito, Natalie
N1 - Funding Information:
Our most sincere thanks to Michael Lu, Jessie Buerlein, and colleagues at the US Health Resources Services Administration; to Judith Carta, and to the families who participated in our study. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project was funded by the Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau, of the US Department of Health and Human Services (HHS). This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the US Government.
Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project was funded by the Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau, of the US Department of Health and Human Services (HHS). This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the US Government.
Publisher Copyright:
© The Author(s) 2020.
PY - 2020/2/1
Y1 - 2020/2/1
N2 - The early language environments of low-income Hispanic children can be negatively affected when their Spanish-speaking caregivers face racism, assimilation pressure, and/or misinformed advice based on English-only ideologies. This article reports on the design and efficacy of Háblame Bebé, a language-promoting phone application that encourages low-income Hispanic mothers to talk more to their children in their native Spanish with the goals of (1) improving their children’s early language environment, (2) promoting bilingualism, and (3) monitoring developmental milestones. The app was designed and tested across three phases as mandated by the US HRSA Bridging the Word Gap Challenge. In Phase I, we developed a curriculum that promotes high-quality language interactions in Spanish and designed the app components. In Phase II, we tested the app with 20 Hispanic mothers (half high school-educated, half college-educated) in a pretest–posttest design in which we examined their language interactions before and after two months of using the app. Preliminary results indicated that mother–child verbal interactions increased, but not always in their native Spanish, and the difference was not statistically significant. Focus group data revealed that many of the mothers had experienced linguistic racism and that tropes surrounding Spanish-speaking identity in the USA needed to be explicitly addressed within the intervention. In Phase III, a sociolinguistic pride component was added and the app was again tested with 12 additional Hispanic mothers (all high school-educated only). This time, a statistically significant increase in mother–child verbal interactions was found. Mothers also reported feeling prouder to use Spanish with their children. These results suggest that Háblame Bebé may be a viable means to reach low-income Hispanic caregivers who face obstacles in accessing health information and/or home-visiting programs for their children.
AB - The early language environments of low-income Hispanic children can be negatively affected when their Spanish-speaking caregivers face racism, assimilation pressure, and/or misinformed advice based on English-only ideologies. This article reports on the design and efficacy of Háblame Bebé, a language-promoting phone application that encourages low-income Hispanic mothers to talk more to their children in their native Spanish with the goals of (1) improving their children’s early language environment, (2) promoting bilingualism, and (3) monitoring developmental milestones. The app was designed and tested across three phases as mandated by the US HRSA Bridging the Word Gap Challenge. In Phase I, we developed a curriculum that promotes high-quality language interactions in Spanish and designed the app components. In Phase II, we tested the app with 20 Hispanic mothers (half high school-educated, half college-educated) in a pretest–posttest design in which we examined their language interactions before and after two months of using the app. Preliminary results indicated that mother–child verbal interactions increased, but not always in their native Spanish, and the difference was not statistically significant. Focus group data revealed that many of the mothers had experienced linguistic racism and that tropes surrounding Spanish-speaking identity in the USA needed to be explicitly addressed within the intervention. In Phase III, a sociolinguistic pride component was added and the app was again tested with 12 additional Hispanic mothers (all high school-educated only). This time, a statistically significant increase in mother–child verbal interactions was found. Mothers also reported feeling prouder to use Spanish with their children. These results suggest that Háblame Bebé may be a viable means to reach low-income Hispanic caregivers who face obstacles in accessing health information and/or home-visiting programs for their children.
KW - Hispanic
KW - bilingual
KW - early childhood
KW - educational phone app
KW - language development
UR - http://www.scopus.com/inward/record.url?scp=85079722226&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85079722226&partnerID=8YFLogxK
U2 - 10.1177/0265659020903779
DO - 10.1177/0265659020903779
M3 - Article
AN - SCOPUS:85079722226
SN - 0265-6590
VL - 36
SP - 33
EP - 57
JO - Child Language Teaching and Therapy
JF - Child Language Teaching and Therapy
IS - 1
ER -