Family Literacy Activities and Their Interplay with Family and Preschool Language Environments: Links to Gains in Dual Language Learners' German Vocabulary

Autor/inn/en	Willard, Jessica A.; Kohl, Katharina; Bihler, Lilly-Marlen; Agache, Alexandru; Leyendecker, Birgit
Titel	Family Literacy Activities and Their Interplay with Family and Preschool Language Environments: Links to Gains in Dual Language Learners' German Vocabulary
Quelle	In: Early Education and Development, 32 (2021) 2, S.189-208 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Willard, Jessica A.) ORCID (Kohl, Katharina) ORCID (Bihler, Lilly-Marlen) ORCID (Agache, Alexandru) ORCID (Leyendecker, Birgit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1744404
Schlagwörter	Family Literacy; Family Environment; Native Language; Turkish; Russian; Reading Aloud to Others; Story Telling; Correlation; Preschool Children; Preschool Education; Classroom Environment; Linguistic Input; German; Vocabulary Development; Emergent Literacy; Mothers; Immigrants; Predictor Variables; Intelligence Tests; Bilingualism; Foreign Countries; Germany; Peabody Picture Vocabulary Test; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Familienmilieu; Türkisch; Russisch; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Klassenklima; Unterrichtsklima; Sprachbildung; Deutscher; Wortschatzarbeit; Frühleseunterricht; Mother; Mutter; Immigrant; Immigrantin; Immigranten; Prädiktor; Intelligence test; Intelligenztest; Bilingualismus; Ausland; Deutschland
Abstract	Research Findings: Are family literacy activities linked to gains in preschool-aged dual language learners' (DLLs') societal language vocabulary? To understand connections between literacy activities and vocabulary, we separately considered literacy activities in the respective heritage language and in the societal language, German, and accounted for heterogeneity in DLLs' family and preschool language environment. DLLs (n = 115) were administered the German PPVT-4 twice (at 40 and 51 months). Literacy activities as well as other family language environment variables were reported by mothers. Classroom language stimulation was observed with the CLASS Pre-K language modeling scale. Two different models of change revealed that family literacy activities in the heritage language predicted gains in German vocabulary for children with low levels of classroom language stimulation (albeit at the p = 0.10-level in one set of models). There was no evidence that literacy activities in German were positively connected to gains in German vocabulary. Practice or Policy: This study suggests that family literacy activities in the heritage language may have the potential to support societal language vocabulary. More research is needed to understand under what circumstances family literacy activities in the societal language are supportive of DLLs' societal language vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01