Language Use, Home Literacy Environment, and Demography: Predicting Vocabulary Skills among Diverse Young Dual Language Learners in Norway

Autor/inn/en	Rydland, Veslemøy; Grøver, Vibeke
Titel	Language Use, Home Literacy Environment, and Demography: Predicting Vocabulary Skills among Diverse Young Dual Language Learners in Norway
Quelle	In: Journal of Child Language, 48 (2020) 4, S.717-736 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rydland, Veslemøy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000920000495
Schlagwörter	Native Language; Language Usage; Bilingualism; Sociocultural Patterns; Second Language Learning; Language Acquisition; Socioeconomic Status; Immigrants; Ethnic Groups; Language Proficiency; Vocabulary Development; Foreign Countries; Interpersonal Communication; Peer Relationship; Caregiver Child Relationship; Sibling Relationship; Socialization; Norway + Suchen Sie Ihr Suchwort? Sprachgebrauch; Bilingualismus; Soziokulturelle Theorie; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Socio-economic status; Sozioökonomischer Status; Immigrant; Immigrantin; Immigranten; Ethnie; Language skill; Language skills; Sprachkompetenz; Wortschatzarbeit; Ausland; Interpersonale Kommunikation; Peer-Beziehungen; Sibling relations; Geschwisterbeziehung; Socialisation; Sozialisation; Norwegen
Abstract	From a socio-cultural perspective, language offers a means for children to communicate with and learn from others through interaction: language is the medium through which young children are provided cognitive, social, and emotional support in interactions with caregivers, siblings, and peers; and children characterized as dual language learners (DLLs) have in common that they receive this developmental support in two different languages. However, due to variations in socioeconomic factors, ethnic/immigration background, and language socialization practices, DLLs display considerable variability in their first- and second-language proficiency (McCabe, Tamis-LeMonda, Bornstein, Cates, Golinkoff, Guerra, Hirsh-Pasek, Hoff, Kuchirko, Melzi, Mendelsohn, Páez & Song, 2013). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01