Early Language Environments Predict Aspects of Explicit Language Awareness Development

Autor/inn/en	Atagi, Natsuki; Sandhofer, Catherine M.
Titel	Early Language Environments Predict Aspects of Explicit Language Awareness Development
Quelle	In: Language Learning, 70 (2020) 2, S.464-505 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atagi, Natsuki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12381
Schlagwörter	Monolingualism; Knowledge Level; Young Children; Bilingualism; Environmental Influences; Family Influence; Family Environment; Predictor Variables; Metalinguistics + Suchen Sie Ihr Suchwort? Wissensbasis; Frühe Kindheit; Bilingualismus; Environmental influence; Umwelteinfluss; Familienmilieu; Prädiktor; Metalanguage; Metasprache
Abstract	Although language awareness is typically defined as the explicit understanding of language's functions and conventions, much evidence on the influence of diverse language environments on language awareness has shown implicit understandings of language. In contrast, this study examined whether exposure to linguistic diversity predicted monolingual children's explicit language awareness. We examined four aspects of children's explicit language awareness: ability to label languages, understanding of the communicative consequences of speaking different languages, understanding of labeling conventions, and awareness of their language environment. Participants were monolingual 3- to 5-year-olds (N = 81) who were from (a) a relatively linguistically homogenous community, (b) a relatively linguistically diverse community, or (c) a bilingual household in a relatively linguistically diverse community. Results suggest that community linguistic diversity and home bilingual exposure predict children's explicit language labeling and understanding of labeling conventions but not other aspects of language awareness. These findings provide insight into the role of early language environments in explicit language awareness development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01