Communicative Intentions of Child-Directed Speech in Three Different Learning Environments: Observations from the Netherlands, and Rural and Urban Mozambique

Autor/inn/en	Vogt, Paul; Mastin, J. Douglas; Schots, Diede M. A.
Titel	Communicative Intentions of Child-Directed Speech in Three Different Learning Environments: Observations from the Netherlands, and Rural and Urban Mozambique
Quelle	In: First Language, 35 (2015) 4-5, S.341-358 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723715596647
Schlagwörter	Language Acquisition; Rural Areas; Urban Areas; Foreign Countries; Comparative Analysis; Infants; Intention; Cognitive Processes; Emotional Response; Personal Autonomy; Cultural Differences; Cross Cultural Studies; Speech Communication; Social Environment; Cultural Context; Longitudinal Studies; Parent Child Relationship; Socioeconomic Status; African Languages; Indo European Languages; Mothers; Educational Attainment; Discourse Analysis; Mozambique; Netherlands + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Rural area; Ländlicher Raum; Urban area; Stadtregion; Ausland; Infant; Toddler; Toddlers; Kleinkind; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Individuelle Autonomie; Kultureller Unterschied; Cultural comparison; Kulturvergleich; Soziales Umfeld; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Socio-economic status; Sozioökonomischer Status; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Indoeuropäisch; Mother; Mutter; Bildungsabschluss; Bildungsgut; Diskursanalyse; Mosambik; Niederlande
Abstract	This article compares the communicative intentions observed in the speech addressed to children of 1;1 and 1;6 years old from three cultural communities: the Netherlands, rural Mozambique, and urban Mozambique. These communities represent two prototypical learning environments and a third hybrid: Western, urban, middle-class families; non-Western, rural, subsistence-farming families; and non-Western, urban learning environment. The results show that the Dutch CDS contains relatively more utterances with a cognitive intention than the Mozambican CDS. In Mozambique, CDS contains more imperatives, particularly in the rural environment. The CDS from urban Mozambique contains more socioemotional intentions. The findings suggest that these differences can be explained in terms of the different responsibilities and levels of autonomy expected from children of the three learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01