Classrooms with multilingual students are rich spaces for enacting linguistically sustaining practices that encourage students to use all their language resources. When teachers have some knowledge of their students' home languages, they can facilitate making connections across languages which strengthens students' language development. In this…

Research Findings: The quantity and especially the quality of language that children are exposed to in early childhood (e.g. decontextualised and conversation-eliciting language) is linked to important developmental outcomes such as later school success. When caregivers refer to past or future events, they extend the conversation beyond the…

This longitudinal study investigated parents' different pretend play behaviors (substitution, animation, and role enactment) to their infants during free play and the bidirectional links with infants' vocabulary development at 14 months (Time-1: N = 34, M[subscript age] = 14.23 months) and 20 months (Time-2: N = 34, M[subscript age] = 20.33…

In a seminal study, Cameron-Faulkner et al. made two important observations about utterance-level constructions in English child-directed speech (CDS). First, they observed that canonical in/transitive sentences are surprisingly infrequent in child-direct speech (given that SVO word order is often thought to play a key role in the acquisition of…

This book demonstrates the importance of raising multilingual children in the UK, both for the children's own benefit and for the benefit of society as a whole. Against the backdrop of both the rich linguistic diversity already present in the UK and the challenges faced by any languages other than a few major European languages to find any space…

Infants' sensitivity to transitional probabilities (TPs) supports language development by facilitating mapping high-TP (HTP) words to meaning, at least up to 18 months of age. Here we tested whether this HTP advantage holds as lexical development progresses, and infants become better at forming word--referent mappings. Two groups of 24-month-olds…

Background: Prelinguistic communication complexity refers to the use of different communication forms such as eye gaze, gestures and vocalisations and the degree to which these forms are coordinated and how directed to a communication partner. To date, little is known about the relationship between prelinguistic communication complexity and…

During language acquisition, children are tasked with the challenge of determining which words can appear in which syntactic constructions. This has been long recognized as a learnability paradox. On one hand, there are generalizations that children must learn. On the other hand, language is known for its arbitrariness, so children also need to…

Purpose: This study used structural equation modeling to investigate the dimensionality of language in Spanish-English bilingual kindergartners. Five theoretical models were compared, including (a) a unidimensional model; (b) a two-dimensional model by language (Spanish, English); (c) a three-dimensional model by domain of language (phonology,…

Infants begin to produce abstract "math" words -- such as numbers (e.g., "two"), spatial terms (e.g., "down"), and magnitude words (e.g., "more") -- during their second postnatal year. Math words, as all words, are likely learned in the home setting during interactions with caregivers. However, everyday…

Communication is commonly viewed as connecting people through conscious symbolic processes. Infants have an immature communication toolbox, raising the question of how they form a sense of connectedness. In this article, we propose a framework for infants' communication, emphasizing the subtle unconscious behaviors and autonomic contingent signals…

"Wh"-words have been analysed as existential quantifiers (Chierchia in Logic in grammar: polarity, free choice, and intervention. Oxford University Press, Oxford, 2013; Fox, in Sauerland U, Stateva P (eds) Presupposition and implicature in compositional semantics (Palgrave studies in pragmatics, language and cognition). Palgrave…

In children's early years, they frequently pretend, create and take on roles while engaging in the dramatic play area where symbols, language and culture are spontaneously developed and applied. Although abundant research has been conducted on sociodramatic play incorporating digital tools and using props, previous research has given less…

The aim of this research was to analyze the use of iconicity during language acquisition of Israeli Sign language and spoken Hebrew. Two bilingual-bimodal infants were observed in a longitudinal study between the ages of 10-26 months. I analyzed infants' production of iconic words, signs, and gestures. The results showed that infants' use of vocal…

Background: One of the most significant developmental accomplishments is the emergence of language in early childhood. Whilst this process is effortless for most children, others can face significant hurdles. Identifying, in the early years, which children will go on to have developmental language disorder is, however, fraught with several…