A Cross-Lagged Analysis of Teacher-Child Language Interactions and Receptive Vocabulary of Non-ELL and ELL Children

Autor/in	Meng, Christine
Titel	A Cross-Lagged Analysis of Teacher-Child Language Interactions and Receptive Vocabulary of Non-ELL and ELL Children
Quelle	In: Early Child Development and Care, 189 (2019) 12, S.1901-1913 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1421180
Schlagwörter	Teacher Student Relationship; Interaction; Receptive Language; English Language Learners; Early Intervention; Experience; Family (Sociological Unit); Preschool Education; Surveys; Limited English Speaking; Language Proficiency; Student Diversity; Language Acquisition; Vocabulary Development; Young Children; Classroom Environment; Head Start Family and Child Experiences Survey; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Rezeptive Kommunikationsfähigkeit; Erfahrung; Familie; Pre-school education; Vorschulerziehung; Survey; Umfrage; Befragung; Language skill; Language skills; Sprachkompetenz; Sprachaneignung; Spracherwerb; Wortschatzarbeit; Frühe Kindheit; Klassenklima; Unterrichtsklima
Abstract	The present study investigated whether the bidirectional cross-lagged paths between teacher--child language interactions and receptive vocabulary would be significantly different between English language learner (ELL) and non-ELL children. The FACES 2009 cohort was used to address the research goals. Cross-lagged analysis was conducted with the individual paths tested to compare across three groups of children: non-ELLs, ELLs with limited English proficiency, and ELLs with English proficiency. Results showed that Time 1 teacher-child language interactions significantly predicted Time 2 receptive vocabulary, but not vice versa. When equality constraints were placed on the specific paths, differences and similarities were found among the three groups of children. Future research directions and study implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01