The Relation between Exposure to Sophisticated and Complex Language and Early-Adolescent English-Only and Language Minority Learners' Vocabulary

Autor/inn/en	Gamez, Perla B.; Lesaux, Nonie K.
Titel	The Relation between Exposure to Sophisticated and Complex Language and Early-Adolescent English-Only and Language Minority Learners' Vocabulary
Quelle	In: Child Development, 83 (2012) 4, S.1316-1331 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01776.x
Schlagwörter	Syntax; Vocabulary Skills; Language Minorities; Middle School Students; Vocabulary Development; English (Second Language); Linguistic Input; Second Language Learning; Language Usage; Video Technology; Observation; Urban Schools; Scores; Correlation; Teacher Student Relationship; Classroom Communication; Middle School Teachers; Pretests Posttests + Suchen Sie Ihr Suchwort? Aktiver Wortschatz; Sprachminderheit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachbildung; Zweitsprachenerwerb; Sprachgebrauch; Beobachtung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	This study investigated the relation between teachers' (N = 22) use of sophisticated and complex language in urban middle-school classrooms and their students' (mean age at pretest = 11.51 years; N = 782; 568 language minority and 247 English only) vocabulary knowledge. Using videotaped classroom observations, teachers' speech was transcribed and coded for their total amount of talk, vocabulary usage, and syntactic complexity. Students' vocabulary skills were assessed at the beginning and end of the school year. Results showed variation in students' vocabulary skills and teachers' language use. Hierarchical linear modeling techniques revealed that after controlling for classroom and school composition and students' beginning-of-the-year scores, students' end-of-the-year vocabulary skills were positively related to teachers' use of sophisticated vocabulary and complex syntax, but not teachers' total amount of talk. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10