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Sheng, Ling; Dong, Wenming; Han, Feifei; Tong, Shiming; Hu, Jiangbo – International Journal of Early Years Education, 2022
This study examined the distribution of language expansion in parent-child (preschool aged) mealtime conversations in 30 Chinese middle-class families. The conversations were categorised into four types: "contextualised & conflicted," "contextualised & non-conflicted," "decontextualised & conflicted," and…
Descriptors: Food, Parent Child Relationship, Middle Class, Classification
Hu, Jiangbo; Torr, Jane; Wei, Yonggang; Jiang, Changhua – Early Child Development and Care, 2021
Families' mealtime talk has significant implications for children's language development. This study investigated five middle-class Australian Chinese families that differ in their lifestyles and meal routines. It aims to explore: (1) the nature of the Chinese parents' language use in interactions with children at mealtime; and (2) the factors…
Descriptors: Language Acquisition, Language Usage, Language Patterns, Parent Child Relationship
Kraamwinkel, Elmien; Kritzinger, Alta – Communication Disorders Quarterly, 2022
Late language emergence (LLE) may result from genetic and environmental factors. Little is known about environmental factors in LLE in South Africa. The study describes the nature of differences in language functioning between toddlers with LLE and without LLE, and which factors were associated with LLE in a middle-income area in South Africa.…
Descriptors: Toddlers, Language Acquisition, Delayed Speech, Comparative Analysis
Sperry, Douglas E.; Sperry, Linda L.; Miller, Peggy J. – Child Development, 2019
Amid growing controversy about the oft-cited "30-million-word gap," this investigation uses language data from five American communities across the socioeconomic spectrum to test, for the first time, Hart and Risley's (1995) claim that poor children hear 30 million fewer words than their middle-class counterparts during the early years…
Descriptors: Socioeconomic Status, Vocabulary Development, Infants, Toddlers
Marentette, Paula; Pettenati, Paola; Bello, Arianna; Volterra, Virginia – Child Development, 2016
Analyses of elicited pantomime, primarily of English-speaking children, show that preschool-aged children are more likely to symbolically represent an object with gestures depicting an object's form rather than its function. In contrast, anecdotal reports of spontaneous gesture production in younger children suggest that children use multiple…
Descriptors: Nonverbal Communication, Child Development, Italian, English
Lemmon, Regina D.; McDade, Hiram L. – Communication Disorders Quarterly, 2013
This study examined the use of literate language features (LLFs) in the oral narratives of African American and Caucasian American preschoolers residing in either low- or middle-income homes to determine whether differences existed as a result of age or household income. The oral narratives of 96 preschoolers enrolled in public school programs and…
Descriptors: Family Income, Preschool Children, Age Differences, African American Students
Miller, Karen – Language Learning and Development, 2012
In this paper we investigate the effect of variable input on the acquisition of grammar. More specifically, we examine the acquisition of the third person singular marker -s on the auxiliary "do" in comprehension and production in two groups of children who are exposed to similar varieties of English but that differ with respect to adult…
Descriptors: Form Classes (Languages), Grammar, Linguistic Input, Language Acquisition
Lustigman, Lyle – First Language, 2013
The study investigates acquisition of verb inflections by four monolingual Hebrew-acquiring children from middle-class backgrounds, audio-recorded in longitudinal, weekly samples at a mean age-range of between 18 and 26 months. Productive use of inflectional morphology is shown to manifest increasing structural specification, as a function of…
Descriptors: Semitic Languages, Verbs, Language Usage, Grammar
Shimpi, Priya M.; Fedewa, Alicia; Hans, Sydney – Applied Psycholinguistics, 2012
The relation of social and linguistic input measures to early vocabulary development was examined in 30 low-income African American mother-infant pairs. Observations were conducted when the child was 0 years, 1 month (0;1), 0;4, 0;8, 1;0, 1;6, and 2;0. Maternal input was coded for word types and tokens, contingent responsiveness, and…
Descriptors: Outcome Measures, Correlation, Longitudinal Studies, Child Language
Curwen, Margaret Sauceda – Phi Delta Kappan, 2009
Students in Room 501 were exploring and negotiating their lives as transnational citizens. In a globalized world of instantaneous information and communication, Latino students are shaping, morphing, and evolving into a new generation. This study highlights one group of students who were aspiring toward middle class, which is not the typical…
Descriptors: Middle Class, Academic Achievement, Immigrants, Hispanic American Students
Scherzer, Alfred L. – Journal of Policy and Practice in Intellectual Disabilities, 2009
The awareness and knowledge of developmental milestones among health practitioners need to be enhanced to better enable early identification and intervention with children who have delays in development, intellectual deficit, and developmental disabilities and are residents in low-and middle-income countries. To meet this end, a simple one-page…
Descriptors: Early Intervention, Developmental Disabilities, Disability Identification, Foreign Countries
Yao, Esther Lee – 1983
This paper reports on a study of the effect of the family environment on a child's bilingual development, specifically the middle-class Chinese American. The sample consisted of 86 parents attending a show celebrating the Chinese New Year in Houston, Texas. They were asked to fill out a questionnaire consisting of 24 items dealing with parent's…
Descriptors: Acculturation, Bilingualism, Children, Chinese Americans

Frasure, Nancy E.; Entwisle, Doris R. – Developmental Psychology, 1973
Descriptors: Elementary School Students, Kindergarten Children, Language Acquisition, Lower Class

Bruck, Margaret; Tucker, G. Richard – Merrill-Palmer Quarterly, 1974
A total of 40 lower- and middle-class kindergarten children were given a number of different tasks in order to measure the child's understanding and usage of grammatical rules of English and his ability to use language for effective communication. (ED)
Descriptors: Communication Skills, Kindergarten Children, Language Ability, Language Acquisition
JOHN, VERA P. – 1962
THE STAGES OF LANGUAGE ACQUISITION ARE PRESENTED. THE FIRST STAGE OF LANGUAGE ACQUISITION OCCURS IN THE CHILD BEFORE THE AGE OF 2. CHILDREN LEARN FROM THOSE AROUND THEM. THE SECOND STAGE OCCURS WHEN THE CHILD STARTS TO ASK FOR THE NAMES OF OBJECTS. HE IS HELPED MOST BY THE PERSON WHO SHOWS HIM SEVERAL OBJECTS OF THE SAME NAME. THE CHILD THEN SEES…
Descriptors: Disadvantaged Youth, Environmental Influences, Family Influence, Language Acquisition