Characteristics of Academic Language Register Occurring in Caretaker-Child Interaction: Development and Validation of a Coding Scheme

Autor/inn/en	Aarts, Rian; Demir, Serpil; Vallen, Ton
Titel	Characteristics of Academic Language Register Occurring in Caretaker-Child Interaction: Development and Validation of a Coding Scheme
Quelle	In: Language Learning, 61 (2011) 4, S.1173-1221 (49 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2011.00664.x
Schlagwörter	Academic Discourse; Caregiver Child Relationship; Turkish; Coding; Validity; Language Usage; Linguistic Theory; Foreign Countries; Linguistic Input; Socioeconomic Status; Literacy; Mothers; Parent Child Relationship; Story Reading; Second Languages + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Türkisch; Codierung; Programmierung; Gültigkeit; Sprachgebrauch; Linguistische Theorie; Ausland; Sprachbildung; Socio-economic status; Sozioökonomischer Status; Alphabetisierung; Schreib- und Lesefähigkeit; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Second language; Zweitsprache
Abstract	This article aims at validating a coding scheme designed to investigate the precursors of academic language occurring in early caretaker-child interactions. Exposure to the academic dimensions of language is an important asset for children to be successful in academic settings. The proposed analytical framework, based on systemic functional linguistics and usage-based theories and informed by research on the language of school, is useful for assessing caretaker-child interaction in different languages at home and in schools. The coding scheme is validated by providing interactional data of 15 Turkish mother-child dyads. A large variation was found in the extent to which academic language features are present in the input, partly related to the socioeconomic status and literacy levels of the mothers. A book reading setting fosters the academic level of maternal input. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10