Literaturnachweis - Detailanzeige
| Autor/inn/en | Rojo, Dolly P.; Echols, Catharine H. |
|---|---|
| Titel | Non-Native Language Exposure Promotes Children's Willingness to Accept Labels in Two Languages |
| Quelle | In: Journal of Cognition and Development, 19 (2018) 1, S.107-118 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1524-8372 |
| DOI | 10.1080/15248372.2017.1405961 |
| Schlagwörter | Bilingual Education; Outcomes of Education; Non English Speaking; Native Speakers; Identification; Verbal Ability; Vocabulary; Intelligence Tests; Vocabulary Development; Parent Surveys; Young Children; Visual Stimuli; Video Technology; Spanish; Coding; Regression (Statistics); Peabody Picture Vocabulary Test |
| Abstract | Bilingualism has been associated with a range of cognitive and language-related advantages, including the recognition that words can have different labels across languages. However, most previous research has failed to consider heterogeneity in the linguistic environments of children categorized as monolingual. Our study assessed the influence of non-native language experience on children's acceptance of labels in 2 languages. In a continuous measure of language exposure, parents reported the number of hours during which their children heard non-English languages from different sources. English-speaking 5-year-olds (N = 73) were presented with novel labels in English and Spanish for unfamiliar objects and were asked to endorse either or both labels. Children with greater exposure to non-English languages were more likely than less-exposed children to endorse both the English and Spanish labels. The findings suggest that monolingual children's willingness to learn non-native vocabulary can be enhanced by exposure to non-native languages. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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