Cómo los padres que no hablan inglés apoyan el aprendizaje del inglés de sus hijos

Comprender cómo los padres que no hablan inglés apoyan el desarrollo de sus hijos es relevante, especialmente cuando viven en un país extranjero. Esta revisión bibliográfica tiene como objetivo explorar las estrategias más comunes que aplican los padres para lograr una adquisición eficaz del inglés...

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Autores:
Rios Castro, Esteban
Tipo de recurso:
https://purl.org/coar/resource_type/c_7a1f
Fecha de publicación:
2025
Institución:
Universidad El Bosque
Repositorio:
Repositorio U. El Bosque
Idioma:
eng
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oai:repositorio.unbosque.edu.co:20.500.12495/18033
Acceso en línea:
https://hdl.handle.net/20.500.12495/18033
Palabra clave:
Estrategias
Padres
Niños
Idioma extranjero
370.1175
Strategies
Parents
Children
Forein language
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Attribution-NonCommercial-ShareAlike 4.0 International
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dc.title.none.fl_str_mv Cómo los padres que no hablan inglés apoyan el aprendizaje del inglés de sus hijos
dc.title.translated.none.fl_str_mv How non - english speaking parents support their children's english acqusition
title Cómo los padres que no hablan inglés apoyan el aprendizaje del inglés de sus hijos
spellingShingle Cómo los padres que no hablan inglés apoyan el aprendizaje del inglés de sus hijos
Estrategias
Padres
Niños
Idioma extranjero
370.1175
Strategies
Parents
Children
Forein language
title_short Cómo los padres que no hablan inglés apoyan el aprendizaje del inglés de sus hijos
title_full Cómo los padres que no hablan inglés apoyan el aprendizaje del inglés de sus hijos
title_fullStr Cómo los padres que no hablan inglés apoyan el aprendizaje del inglés de sus hijos
title_full_unstemmed Cómo los padres que no hablan inglés apoyan el aprendizaje del inglés de sus hijos
title_sort Cómo los padres que no hablan inglés apoyan el aprendizaje del inglés de sus hijos
dc.creator.fl_str_mv Rios Castro, Esteban
dc.contributor.advisor.none.fl_str_mv Florez Matias, Diego
dc.contributor.author.none.fl_str_mv Rios Castro, Esteban
dc.subject.none.fl_str_mv Estrategias
Padres
Niños
Idioma extranjero
topic Estrategias
Padres
Niños
Idioma extranjero
370.1175
Strategies
Parents
Children
Forein language
dc.subject.ddc.none.fl_str_mv 370.1175
dc.subject.keywords.none.fl_str_mv Strategies
Parents
Children
Forein language
description Comprender cómo los padres que no hablan inglés apoyan el desarrollo de sus hijos es relevante, especialmente cuando viven en un país extranjero. Esta revisión bibliográfica tiene como objetivo explorar las estrategias más comunes que aplican los padres para lograr una adquisición eficaz del inglés por parte de sus hijos. Este estudio se desarrolló con el fin de responder a la pregunta de investigación: «¿Cómo apoyan los padres que no hablan inglés la adquisición del inglés por parte de sus hijos?». Se revisaron un total de cincuenta artículos académicos, utilizando las bases de datos proporcionadas por la Universidad El Bosque. Además, para llevar a cabo esta investigación se utilizaron palabras clave como: padres no bilingües, cómo los padres apoyaban la adquisición de lenguas extranjeras por parte de sus hijos, entre otras. La información recopilada reveló tres estrategias principales comúnmente utilizadas por los padres: OPOL (un padre, un idioma), idioma minoritario, sistema mixto y método alternativo. Esta revisión bibliográfica ofrece información valiosa que puede ayudar a los futuros educadores o padres a elegir estrategias eficaces para el desarrollo bilingüe de los niños, especialmente en inglés.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-11-04T14:49:37Z
dc.date.issued.none.fl_str_mv 2025-10
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.instname.spa.fl_str_mv instname:Universidad El Bosque
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dc.language.iso.fl_str_mv eng
language eng
dc.relation.references.none.fl_str_mv Anggrarini, N. (2019). EXPLORING YOUNG LEARNERS TEACHERS COMPETENCY AND CHALLENGES IN TEACHING ENGLISH. Wiralodra English Journal, 3(1), 229-238. https://doi.org/10.31943/wej.v3i1.44
Ballester, E. P. (2012). Child L2 English acquisition of subject properties in an immersion bilingual context. Second Language Research, 28(2), 217-241. https://doi.org/10.1177/0267658312438534
Beatty, L., Acar, S., & Cheatham, G. A. (2021). Translanguaging in Inclusive Classrooms: Learning With Children and Families. Young Exceptional Children, 24(3), 154-169. https://doi.org/10.1177/10962506211002536
Bumgarner, E., & Lin, M. (2013). Hispanic Immigrant Children’s English Language Acquisition: The Role of Socioeconomic Status and Early Care Arrangement. Early Education And Development, 25(4), 515-529. https://doi.org/10.1080/10409289.2013.822230
Byers-Heinlein, K. (2012). Parental language mixing: Its measurement and the relation of mixed input to young bilingual children’s vocabulary size. Bilingualism Language And Cognition, 16(1), 32-48. https://doi.org/10.1017/s1366728912000120
Calderón, S. S. (2020). Child First Language Acquisition of English and Spanish Prepositional and Double Object Constructions. Atlantis Journal Of The Spanish Association For Anglo-American Studies, 42(1), 212-234. https://doi.org/10.28914/atlantis-2020-42.1.11
Chavez, J. V., Adalia, H. G., & Alberto, J. P. (2023). Parental support strategies and motivation in aiding their children learn the English language. Forum For Linguistic Studies, 5(2). https://doi.org/10.59400/fls.v5i2.1541
Clark, E. V. (2020). Conversational Repair and the Acquisition of Language. Discourse Processes, 57(5-6), 441-459. https://doi.org/10.1080/0163853x.2020.1719795
Cordasco, F., & Genesee, F. (1995). Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community. International Migration Review, 29(3), 838. https://doi.org/10.2307/2547513
Crowe, K., & McLeod, S. (2020). Children’s English Consonant Acquisition in the United States: A Review. American Journal Of Speech-Language Pathology, 29(4), 2155-2169. https://doi.org/10.1044/2020_ajslp-19-00168
Danjo, C. (2018). Making sense of family language policy: Japanese-English bilingual children’s creative and strategic translingual practices. International Journal Of Bilingual Education And Bilingualism, 24(2), 292-304. https://doi.org/10.1080/13670050.2018.1460302
De Houwer, A. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28(3), 411-424. https://doi.org/10.1017/s0142716407070221
De la Fuente, E. Á., Fuertes, R. F., & García, Ó. A. (2018). Bilingual children as interpreters in everyday life: how natural interpreting reinforces minority languages. Journal Of Multilingual And Multicultural Development, 40(4), 338-355. https://doi.org/10.1080/01434632.2018.1518985
Developing Literacy in Second-Language Learners. (2017). En Routledge eBooks. https://doi.org/10.4324/9781315094922
DSpace. (s. f.). https://hdl.handle.net/10945/50674
Ehl, B., Bruns, G., & Grosche, M. (2019). Differentiated bilingual vocabulary assessment reveals similarities and differences compared to monolinguals: Conceptual versus single-language scoring and the relation with home language and literacy activities. International Journal Of Bilingualism, 24(4), 715-728. https://doi.org/10.1177/1367006919876994
Extra, G., & Mur, K. Y. (2006). Immigrant Minority Languages at Home and at School: A Case Study of the Netherlands. European Education, 38(2), 50-63. https://doi.org/10.2753/eue1056-4934380204
Feldman, L. B., Kostić, A., Basnight-Brown, D. M., Đurđević, D. F., & Pastizzo, M. J. (2009). Morphological facilitation for regular and irregular verb formations in native and non-native speakers: Little evidence for two distinct mechanisms. Bilingualism Language And Cognition, 13(2), 119-135. https://doi.org/10.1017/s1366728909990459
Gampe, A., Hartmann, L., & Daum, M. M. (2019). Dynamic interaction patterns of monolingual and bilingual infants with their parents. Journal Of Child Language, 47(1), 45-63. https://doi.org/10.1017/s0305000919000631
Guzmán, B. L., Kouyoumdjian, C., Medrano, J. A., & Bernal, I. (2018). Community cultural wealth and immigrant Latino parents. Journal Of Latinos And Education, 20(1), 78-92. https://doi.org/10.1080/15348431.2018.1541801
Koelewijn, I. M., Hoevenaars, E., & Verhagen, J. (2023). How do parents think about multilingual upbringing? Comparing OPOL parents and parents who mix languages. Journal Of Multilingual And Multicultural Development, 1-17. https://doi.org/10.1080/01434632.2023.2202633
Li, G. (2007). Home environment and second‐language acquisition: the importance of family capital. British Journal Of Sociology Of Education, 28(3), 285-299. https://doi.org/10.1080/01425690701252028
Liando, N. V. F., & Tatipang, D. P. (2022). English or Indonesian Language? Parents’ Perception Toward Children’s Second Language Learning Context. Jurnal Lingua Idea, 13(1), 61. https://doi.org/10.20884/1.jli.2022.13.1.5749
Lim, S., & Cheatham, G. A. (2020). A Sociocognitive Discourse Analysis of Monolingual Ideology and Bias in Special Education Partnerships. Remedial And Special Education, 42(5), 304-316. https://doi.org/10.1177/0741932520930340
Lin, S., & Demuth, K. (2014). Children’s Acquisition of English Onset and Coda /l/: Articulatory Evidence. Journal Of Speech Language And Hearing Research, 58(1), 13-27. https://doi.org/10.1044/2014_jslhr-s-14-0041
Logan-Terry, A. (2008). RAISING CHILDREN BILINGUALLY THROUGH THE ‘ONE PARENT-ONE LANGUAGE’ APPROACH: a CASE STUDY OF JAPANESE MOTHERS IN THE AUSTRALIAN CONTEXT. Takeuchi. Studies In Second Language Acquisition, 30(02). https://doi.org/10.1017/s027226310808042x
López, M. E. G. (2023). FAMILY LANGUAGE POLICIES OF NON-NATIVE BILINGUAL PARENTS RAISING BILINGUAL CHILDREN IN MONOLINGUAL CONTEXTS. Elia, 23, 51-85. https://doi.org/10.12795/elia.2023.i23.02
Lu, Z., & Fan, S. (2021). A Mixed-Method Examination of Adopting Focus-on-Form TBLT for Children’s English Vocabulary Learning. English Language Teaching, 14(2), 37. https://doi.org/10.5539/elt.v14n2p37
MacDonald, L. (2022). Going for a Song: supporting language acquisition in Gaelic 0–3 groups. Journal Of Multilingual And Multicultural Development, 45(1), 34-46. https://doi.org/10.1080/01434632.2022.2142232
MacLeod, A. A., Trudeau, N., Lefebvre, P., Beauchamp, M. L. H., Schneider, P., Sutton, A., & Bérubé, D. (2022). How community and family support bilingual language development: insights from bilingual Canadian families. International Journal Of Multilingualism, 21(1), 439-463. https://doi.org/10.1080/14790718.2022.2034830
Martín, A. R. (2017). Mixed system 1: a language strategy for bilingual families. Elia, 17, 125-156. https://doi.org/10.12795/elia.2017.i17.06
McLeod, S., Verdon, S., Margetson, K., Tran, V. H., Wang, C., Phạm, B., To, L., & Huynh, K. (2023). Multilingual Speech Acquisition by Vietnamese-English–Speaking Children and Adult Family Members. Journal Of Speech Language And Hearing Research, 66(7), 2184-2229. https://doi.org/10.1044/2023_jslhr-21-00669
Muppalla, S. K., Vuppalapati, S., Pulliahgaru, A. R., & Sreenivasulu, H. (2023). Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management. Cureus. https://doi.org/10.7759/cureus.40608
Noguchi, M. G. (1996). The Bilingual Parent as Model for the Bilingual Child. Policy Sciences. http://files.eric.ed.gov/fulltext/ED415671.pdf
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., . . . Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLoS Medicine, 18(3), e1003583. https://doi.org/10.1371/journal.pmed.1003583
Piller, I., Bruzon, A. S., & Torsh, H. (2021). Monolingual school websites as barriers to parent engagement. Language And Education, 37(3), 328-345. https://doi.org/10.1080/09500782.2021.2010744
Piller, I., & Gerber, L. (2018). Family language policy between the bilingual advantage and the monolingual mindset. International Journal Of Bilingual Education And Bilingualism, 24(5), 622-635. https://doi.org/10.1080/13670050.2018.1503227
Rajasekaran, S., & Kumar, R. (2020). How do Multilingual Children Experience English Language Acquisition in an Urban Indian School? Contemporary Education Dialogue, 17(2), 202-236. https://doi.org/10.1177/0973184920931769
Rajendram, S. (2021). Translanguaging as an agentive pedagogy for multilingual learners: affordances and constraints. International Journal Of Multilingualism, 20(2), 595-622. https://doi.org/10.1080/14790718.2021.1898619
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Venables, E., Eisenchlas, S. A., & Schalley, A. C. (2013). One-parent-one-language (OPOL) families: is the majority language-speaking parent instrumental in the minority language development? International Journal Of Bilingual Education And Bilingualism, 17(4), 429-448. https://doi.org/10.1080/13670050.2013.816263
Xuesong, G. (2006). Strategies Used by Chinese Parents to Support English Language Learning. RELC Journal, 37(3), 285-298. https://doi.org/10.1177/0033688206071302
Yamamoto, M. (2002). Language Use in Families with Parents of Different Native Languages: An Investigation of Japanese-non-English and Japanese-English Families. Journal Of Multilingual And Multicultural Development, 23(6), 531-554. https://doi.org/10.1080/01434630208666484
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spelling Florez Matias, DiegoRios Castro, Esteban2025-11-04T14:49:37Z2025-10https://hdl.handle.net/20.500.12495/18033instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coComprender cómo los padres que no hablan inglés apoyan el desarrollo de sus hijos es relevante, especialmente cuando viven en un país extranjero. Esta revisión bibliográfica tiene como objetivo explorar las estrategias más comunes que aplican los padres para lograr una adquisición eficaz del inglés por parte de sus hijos. Este estudio se desarrolló con el fin de responder a la pregunta de investigación: «¿Cómo apoyan los padres que no hablan inglés la adquisición del inglés por parte de sus hijos?». Se revisaron un total de cincuenta artículos académicos, utilizando las bases de datos proporcionadas por la Universidad El Bosque. Además, para llevar a cabo esta investigación se utilizaron palabras clave como: padres no bilingües, cómo los padres apoyaban la adquisición de lenguas extranjeras por parte de sus hijos, entre otras. La información recopilada reveló tres estrategias principales comúnmente utilizadas por los padres: OPOL (un padre, un idioma), idioma minoritario, sistema mixto y método alternativo. Esta revisión bibliográfica ofrece información valiosa que puede ayudar a los futuros educadores o padres a elegir estrategias eficaces para el desarrollo bilingüe de los niños, especialmente en inglés.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésUnderstanding how non- English -speaking parents support their children's development is relevant, particularly when living in a foreign country. This literature review aims to explore the most common strategies applied by parents to achieve effective English language acquisition for their children. This study was developed in term of answering the research question, How Non–English–Speaking Parents Support Their Children’s English Acquisition”. A total of fifty academic articles were reviewed, using the databases provided by Universidad El Bosque. Furthermore, to accomplish this investigation keywords used included: non-bilingual parents, how parents supported their children’s foreign language acquisition, among others. The gathered information revealed three main strategies commonly used by parents: OPOL (One Parent-One Language), Minority Language, Mixed System, and Alternative Method. This literature review offers valuable insights that may support future educators or parents in choosing effective strategies for bilingual development in children, especially in English.application/pdfAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertohttps://purl.org/coar/access_right/c_abf2http://purl.org/coar/access_right/c_abf2EstrategiasPadresNiñosIdioma extranjero370.1175StrategiesParentsChildrenForein languageCómo los padres que no hablan inglés apoyan el aprendizaje del inglés de sus hijosHow non - english speaking parents support their children's english acqusitionLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAnggrarini, N. (2019). EXPLORING YOUNG LEARNERS TEACHERS COMPETENCY AND CHALLENGES IN TEACHING ENGLISH. Wiralodra English Journal, 3(1), 229-238. https://doi.org/10.31943/wej.v3i1.44Ballester, E. P. (2012). Child L2 English acquisition of subject properties in an immersion bilingual context. Second Language Research, 28(2), 217-241. https://doi.org/10.1177/0267658312438534Beatty, L., Acar, S., & Cheatham, G. A. (2021). Translanguaging in Inclusive Classrooms: Learning With Children and Families. Young Exceptional Children, 24(3), 154-169. https://doi.org/10.1177/10962506211002536Bumgarner, E., & Lin, M. (2013). Hispanic Immigrant Children’s English Language Acquisition: The Role of Socioeconomic Status and Early Care Arrangement. Early Education And Development, 25(4), 515-529. https://doi.org/10.1080/10409289.2013.822230Byers-Heinlein, K. (2012). Parental language mixing: Its measurement and the relation of mixed input to young bilingual children’s vocabulary size. Bilingualism Language And Cognition, 16(1), 32-48. https://doi.org/10.1017/s1366728912000120Calderón, S. S. (2020). Child First Language Acquisition of English and Spanish Prepositional and Double Object Constructions. Atlantis Journal Of The Spanish Association For Anglo-American Studies, 42(1), 212-234. https://doi.org/10.28914/atlantis-2020-42.1.11Chavez, J. V., Adalia, H. G., & Alberto, J. P. (2023). Parental support strategies and motivation in aiding their children learn the English language. Forum For Linguistic Studies, 5(2). https://doi.org/10.59400/fls.v5i2.1541Clark, E. V. (2020). Conversational Repair and the Acquisition of Language. Discourse Processes, 57(5-6), 441-459. https://doi.org/10.1080/0163853x.2020.1719795Cordasco, F., & Genesee, F. (1995). Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community. International Migration Review, 29(3), 838. https://doi.org/10.2307/2547513Crowe, K., & McLeod, S. (2020). 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En Routledge eBooks. https://doi.org/10.4324/9781315094922DSpace. (s. f.). https://hdl.handle.net/10945/50674Ehl, B., Bruns, G., & Grosche, M. (2019). Differentiated bilingual vocabulary assessment reveals similarities and differences compared to monolinguals: Conceptual versus single-language scoring and the relation with home language and literacy activities. International Journal Of Bilingualism, 24(4), 715-728. https://doi.org/10.1177/1367006919876994Extra, G., & Mur, K. Y. (2006). Immigrant Minority Languages at Home and at School: A Case Study of the Netherlands. European Education, 38(2), 50-63. https://doi.org/10.2753/eue1056-4934380204Feldman, L. B., Kostić, A., Basnight-Brown, D. M., Đurđević, D. F., & Pastizzo, M. J. (2009). Morphological facilitation for regular and irregular verb formations in native and non-native speakers: Little evidence for two distinct mechanisms. Bilingualism Language And Cognition, 13(2), 119-135. https://doi.org/10.1017/s1366728909990459Gampe, A., Hartmann, L., & Daum, M. M. (2019). Dynamic interaction patterns of monolingual and bilingual infants with their parents. Journal Of Child Language, 47(1), 45-63. https://doi.org/10.1017/s0305000919000631Guzmán, B. L., Kouyoumdjian, C., Medrano, J. A., & Bernal, I. (2018). Community cultural wealth and immigrant Latino parents. Journal Of Latinos And Education, 20(1), 78-92. https://doi.org/10.1080/15348431.2018.1541801Koelewijn, I. M., Hoevenaars, E., & Verhagen, J. (2023). How do parents think about multilingual upbringing? Comparing OPOL parents and parents who mix languages. Journal Of Multilingual And Multicultural Development, 1-17. https://doi.org/10.1080/01434632.2023.2202633Li, G. (2007). Home environment and second‐language acquisition: the importance of family capital. British Journal Of Sociology Of Education, 28(3), 285-299. https://doi.org/10.1080/01425690701252028Liando, N. V. F., & Tatipang, D. P. (2022). English or Indonesian Language? Parents’ Perception Toward Children’s Second Language Learning Context. Jurnal Lingua Idea, 13(1), 61. https://doi.org/10.20884/1.jli.2022.13.1.5749Lim, S., & Cheatham, G. A. (2020). A Sociocognitive Discourse Analysis of Monolingual Ideology and Bias in Special Education Partnerships. Remedial And Special Education, 42(5), 304-316. https://doi.org/10.1177/0741932520930340Lin, S., & Demuth, K. (2014). Children’s Acquisition of English Onset and Coda /l/: Articulatory Evidence. Journal Of Speech Language And Hearing Research, 58(1), 13-27. https://doi.org/10.1044/2014_jslhr-s-14-0041Logan-Terry, A. (2008). RAISING CHILDREN BILINGUALLY THROUGH THE ‘ONE PARENT-ONE LANGUAGE’ APPROACH: a CASE STUDY OF JAPANESE MOTHERS IN THE AUSTRALIAN CONTEXT. Takeuchi. Studies In Second Language Acquisition, 30(02). https://doi.org/10.1017/s027226310808042xLópez, M. E. G. (2023). FAMILY LANGUAGE POLICIES OF NON-NATIVE BILINGUAL PARENTS RAISING BILINGUAL CHILDREN IN MONOLINGUAL CONTEXTS. Elia, 23, 51-85. https://doi.org/10.12795/elia.2023.i23.02Lu, Z., & Fan, S. (2021). A Mixed-Method Examination of Adopting Focus-on-Form TBLT for Children’s English Vocabulary Learning. English Language Teaching, 14(2), 37. https://doi.org/10.5539/elt.v14n2p37MacDonald, L. (2022). Going for a Song: supporting language acquisition in Gaelic 0–3 groups. Journal Of Multilingual And Multicultural Development, 45(1), 34-46. https://doi.org/10.1080/01434632.2022.2142232MacLeod, A. A., Trudeau, N., Lefebvre, P., Beauchamp, M. L. H., Schneider, P., Sutton, A., & Bérubé, D. (2022). How community and family support bilingual language development: insights from bilingual Canadian families. International Journal Of Multilingualism, 21(1), 439-463. https://doi.org/10.1080/14790718.2022.2034830Martín, A. R. (2017). Mixed system 1: a language strategy for bilingual families. Elia, 17, 125-156. https://doi.org/10.12795/elia.2017.i17.06McLeod, S., Verdon, S., Margetson, K., Tran, V. H., Wang, C., Phạm, B., To, L., & Huynh, K. (2023). Multilingual Speech Acquisition by Vietnamese-English–Speaking Children and Adult Family Members. Journal Of Speech Language And Hearing Research, 66(7), 2184-2229. https://doi.org/10.1044/2023_jslhr-21-00669Muppalla, S. K., Vuppalapati, S., Pulliahgaru, A. R., & Sreenivasulu, H. (2023). Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management. Cureus. https://doi.org/10.7759/cureus.40608Noguchi, M. G. (1996). The Bilingual Parent as Model for the Bilingual Child. Policy Sciences. http://files.eric.ed.gov/fulltext/ED415671.pdfPage, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., . . . Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLoS Medicine, 18(3), e1003583. https://doi.org/10.1371/journal.pmed.1003583Piller, I., Bruzon, A. S., & Torsh, H. (2021). Monolingual school websites as barriers to parent engagement. Language And Education, 37(3), 328-345. https://doi.org/10.1080/09500782.2021.2010744Piller, I., & Gerber, L. (2018). Family language policy between the bilingual advantage and the monolingual mindset. International Journal Of Bilingual Education And Bilingualism, 24(5), 622-635. https://doi.org/10.1080/13670050.2018.1503227Rajasekaran, S., & Kumar, R. (2020). How do Multilingual Children Experience English Language Acquisition in an Urban Indian School? Contemporary Education Dialogue, 17(2), 202-236. https://doi.org/10.1177/0973184920931769Rajendram, S. (2021). Translanguaging as an agentive pedagogy for multilingual learners: affordances and constraints. International Journal Of Multilingualism, 20(2), 595-622. https://doi.org/10.1080/14790718.2021.1898619Reyes-Ruiz, L., & Alvarado, F. A. C. (2020). La investigación documental para la comprensión ontológica del objeto de estudio. Ediciones Universidad Simón Bolívar. https://bonga.unisimon.edu.co/handle/20.500.12442/6630Rodríguez-Guerra, M., Colina, S., & Fabiano-Smith, L. (2022). Interaction in bilingual early speech acquisition: Acceleration in the bilingual acquisition of English liquids for English-Spanish bilinguals. Lingua, 281, 103438. https://doi.org/10.1016/j.lingua.2022.103438Romanowski, P. (2018). Early Bilingual Education in a Monolingual Environment. Showcasing Polish Families. 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The Study of the Effect of “Life-Focused Foreign Language Acquisition Program” on Preschool Children’s English Learning. TED EĞİTİM VE BİLİM. https://doi.org/10.15390/eb.2018.7651Van Zwet, J. L., & Unsworth, S. (2024). Individual differences in structural priming in bilingual and monolingual children: the influence of perspective-taking. Language And Cognition, 1-27. https://doi.org/10.1017/langcog.2023.71Venables, E., Eisenchlas, S. A., & Schalley, A. C. (2013). One-parent-one-language (OPOL) families: is the majority language-speaking parent instrumental in the minority language development? International Journal Of Bilingual Education And Bilingualism, 17(4), 429-448. https://doi.org/10.1080/13670050.2013.816263Xuesong, G. (2006). Strategies Used by Chinese Parents to Support English Language Learning. RELC Journal, 37(3), 285-298. https://doi.org/10.1177/0033688206071302Yamamoto, M. (2002). 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Journal Of Multilingual And Multicultural Development, 23(6), 531-554. https://doi.org/10.1080/01434630208666484engORIGINALTrabajo de grado.pdfTrabajo de grado.pdfapplication/pdf404015https://repositorio.unbosque.edu.co/bitstreams/a106d977-3d5a-413d-a36e-1ce2bab98a4b/downloadcd435798f29e12f487ee899134f6c0dcMD55trueAnonymousREAD2030-11-04LICENSElicense.txtlicense.txttext/plain; charset=utf-82109https://repositorio.unbosque.edu.co/bitstreams/cd67a26b-e1e1-44f3-89ac-426d29eae176/downloadf06af22bfd8636c5201352007ffedf36MD51falseAnonymousREADCarta de autorizacion.pdfapplication/pdf229528https://repositorio.unbosque.edu.co/bitstreams/f29d6081-7564-4ef2-9867-5509f224683b/download5c1a1ea793901e856bda81ee05845370MD57falseBiblioteca - (Publicadores)READAnexo 1 Acta general de aprobacion.pdfapplication/pdf257347https://repositorio.unbosque.edu.co/bitstreams/fe56e889-f8eb-4252-b5f1-14f66007ac39/downloada5fad0b84cbd2afa5d66509d5403ec86MD58falseBiblioteca - (Publicadores)READCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81161https://repositorio.unbosque.edu.co/bitstreams/01c39d67-2a91-4ce6-a099-9c2b073ffc16/download69c7d1fea1b67f73a10c194afeb39b1bMD56falseAnonymousREAD20.500.12495/18033oai:repositorio.unbosque.edu.co:20.500.12495/180332025-11-04T14:50:52.670287Zhttp://creativecommons.org/licenses/by-nc-sa/4.0/Attribution-NonCommercial-ShareAlike 4.0 Internationalembargo2030-11-04https://repositorio.unbosque.edu.coRepositorio Institucional Universidad El Bosquebibliotecas@biteca.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