Long-Term Interrelations between Socio-Emotional and Language Competencies among Preschool Dual Language Learners in Germany

Autor/inn/en	Ertanir, Beyhan; Kaiser-Kratzmann, Jens; Sachse, Steffi
Titel	Long-Term Interrelations between Socio-Emotional and Language Competencies among Preschool Dual Language Learners in Germany
Quelle	In: British Journal of Educational Psychology, 91 (2021) 2, S.735-754 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ertanir, Beyhan) ORCID (Kaiser-Kratzmann, Jens) ORCID (Sachse, Steffi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12391
Schlagwörter	Foreign Countries; Social Development; Emotional Development; Language Skills; Second Language Learning; Expressive Language; Receptive Language; Preschool Children; Vocabulary; Student Characteristics; Language Proficiency; Correlation; Germany + Suchen Sie Ihr Suchwort? Ausland; Soziale Entwicklung; Gefühlsbildung; Language skill; Sprachkompetenz; Zweitsprachenerwerb; Rezeptive Kommunikationsfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatz; Language skills; Korrelation; Deutschland
Abstract	Background: Recent research has shown that socio-emotional and language competencies are positively associated with each other. However, few studies have explored these associations for the second language competencies (L2) of young dual language learners (DLLs). Aims: This longitudinal study investigated possible bidirectional associations between L2 language (expressive and receptive vocabulary) and socio-emotional competencies among preschool DLLs. Sample: The participants were 216 German DLLs (M[subscript T1] = 52.67 months; SD = 9.54; 53% girls) who were recruited from 19 preschools. Method: L2 skills were assessed at three time points over the course of one year using standardized tests for expressive and receptive vocabulary. Children's teachers rated their socio-emotional strengths and behaviour concerns. Cross-lagged panel analyses were used to examine the temporal interplay and longitudinal directionality of effects controlling for children's age, sex, type of language acquisition (sequential vs. simultaneous), and socio-economic status. Results: Vocabulary skills and socio-emotional skills were positively correlated with one another at each time point, such that children with better language proficiency were rated by their teachers as children with higher levels of socio-emotional competence. Moreover, our results provided support for an effect of early socio-emotional skills (T1) on the relative increase in L2 vocabulary skills (T2 & T3), particularly for expressive vocabulary. However, our results did not demonstrate a statistically significant effect of better L2 language skills on the relative change in socio-emotional competencies. Conclusion: Our results suggest unidirectional longitudinal relations between the socio-emotional and L2 skills, signifying the role of socio-emotional skills for the vocabulary development of DLLs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01