Peer Effects on Early Language Development in Dual Language Learners

Autor/in	Schmerse, Daniel
Titel	Peer Effects on Early Language Development in Dual Language Learners
Quelle	In: Child Development, 92 (2021) 5, S.2153-2169 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmerse, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13588
Schlagwörter	Bilingualism; Peer Relationship; Vocabulary Development; Student Diversity; Socioeconomic Status; Preschool Children; Elementary School Students; Grade 1; German; Native Language; Second Language Learning; Comparative Analysis; Monolingualism; Educational Quality; Role; Longitudinal Studies; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Bilingualismus; Peer-Beziehungen; Wortschatzarbeit; Socio-economic status; Sozioökonomischer Status; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Deutscher; Zweitsprachenerwerb; Quality of education; Bildungsqualität; Rollen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Deutschland
Abstract	This study investigated the vocabulary development of children (N = 547) from linguistically and socioeconomically diverse classrooms in Germany from age 3 in preschool to age 7 in Grade 1. The results showed that for dual language learners (DLLs, n = 107) growth rates in their German majority language skills varied over classrooms. Compared to monolingual children, DLLs improved faster in classrooms with higher peer-level skills in the majority language than DLLs in classrooms with lower peer-level skills (controlling for socioeconomic status and classroom quality). DLLs showed stronger growth dynamics than monolingual children during later preschool stages. The findings highlight the role of preschool peers in DLLs' acquisition of the majority language before entering elementary school. (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