Academic Language in Shared Book Reading: Parent and Teacher Input to Mono- and Bilingual Preschoolers

Autor/inn/en	Aarts, Rian; Demir-Vegter, Serpil; Kurvers, Jeanne; Henrichs, Lotte
Titel	Academic Language in Shared Book Reading: Parent and Teacher Input to Mono- and Bilingual Preschoolers
Quelle	In: Language Learning, 66 (2016) 2, S.263-295 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12152
Schlagwörter	Academic Discourse; Linguistic Input; Mothers; Indo European Languages; Vocabulary Skills; Turkish; Child Language; Syntax; Task Analysis; Parent Child Relationship; Teacher Student Relationship; Correlation; Language Usage; Preschool Children; Bilingualism; Monolingualism; Video Technology; Story Reading + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Sprachbildung; Mother; Mutter; Indoeuropäisch; Aktiver Wortschatz; Türkisch; 'Children''s language'; Kindersprache; Aufgabenanalyse; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingualismus
Abstract	The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic complexity, and abstractness. The AL features in the input of mothers varied considerably among individuals, were strongly intercorrelated and stable over time, and were positively related to children's language skills. For Turkish children, input in Turkish was related to vocabulary in Dutch as well. Compared to mothers, teachers provided input that was more academic. The teachers of the Turkish group used more abstract language but relatively less lexically diverse and syntactically complex talk than the teachers of the Dutch group. By simplifying their language lexically and syntactically, teachers might provide impoverished input to children learning Dutch as a second language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01