Trilingual Toddlers at Daycare Centres: The Role of Caregivers and Peers in Language Development

Autor/in	Quay, Suzanne
Titel	Trilingual Toddlers at Daycare Centres: The Role of Caregivers and Peers in Language Development
Quelle	In: International Journal of Multilingualism, 8 (2011) 1, S.22-41 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
Schlagwörter	Toddlers; Multilingualism; Caregiver Role; Child Care Centers; Case Studies; Language Usage; Language Dominance; German; English; Japanese; Chinese; Linguistic Input; Second Language Learning; Peer Relationship; Language Patterns + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Mehrsprachigkeit; Multilingualismus; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Case study; Fallstudie; Case Study; Sprachgebrauch; Sprachliche Dominanz; Deutscher; English language; Englisch; Japaner; Japanisch; China; Chinesen; Sprachbildung; Zweitsprachenerwerb; Peer-Beziehungen; Sprachmodell; Sprachstruktur
Abstract	In two case studies of trilingual development in the home, it was not the home languages that were the strongest but the language of the respective daycare centres. This paper investigates, first, how well the trilingual children could separate their daycare language from their home languages. Then it explores the kinds of communicative interaction in the daycare setting that promote language development. Data were collected at Japanese daycare centres for a trilingual German-English-Japanese boy from ages 1;1 to 1;10 and for a trilingual Chinese-English-Japanese girl from ages 2;0 to 2;4. Both children demonstrated discourse separation by using more than 90% Japanese in the daycare environment. Notably, two recurring discourse patterns were found in the input--the use of gesture-supported speech and onomatopoeic expressions. Both types of input make communication more transparent for language-learning toddlers. This study of trilingual children in the daycare environment demonstrates that: (1) having fewer opportunities to communicate in multi-party conditions in daycare environments does not necessarily impede language development; and (2) receiving higher levels of caregiver than peer speech does not mean that peers have no role in supporting trilingual children's language development. (Contains 3 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10