Dual Language and English-Only Learners' Expressive and Receptive Language Skills and Exposure to Peers' Language

Autor/inn/en	Gámez, Perla B.; Griskell, Holly L.; Sobrevilla, Yaxal N.; Vazquez, Melissa
Titel	Dual Language and English-Only Learners' Expressive and Receptive Language Skills and Exposure to Peers' Language
Quelle	In: Child Development, 90 (2019) 2, S.471-479 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13197
Schlagwörter	Bilingualism; Receptive Language; Expressive Language; Language Usage; Peer Relationship; English (Second Language); Second Language Learning; Syntax; Vocabulary Development; Longitudinal Studies; Measures (Individuals); Language Processing; Sentences; Correlation; Monolingualism; Comparative Analysis + Suchen Sie Ihr Suchwort? Bilingualismus; Rezeptive Kommunikationsfähigkeit; Sprachgebrauch; Peer-Beziehungen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Wortschatzarbeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten; Sprachverarbeitung; Sentence analysis; Satzanalyse; Korrelation
Abstract	This study examined dual language learners' (DLLs n = 24) and English-only (EO n = 20) children's expressive and receptive language in kindergarten (M[subscript age] = 5.7 years) as well as the relation to peers' language use. Expressive language skills (vocabulary diversity, syntactic complexity) were measured in the fall, winter, and spring (2014-2015 year). Receptive language skills (vocabulary, sentence comprehension) were measured in the fall and spring. Findings revealed increases in children's expressive and receptive language, except in terms of syntactic complexity. Moreover, peers' vocabulary diversity was positively associated with children's vocabulary diversity. Peers' syntactic complexity was positively associated with children's syntactic complexity and receptive vocabulary. Findings suggest that peers' language use may influence DLLs' and EO children's language learning. Video Abstract (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01