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Peer reviewed
Download full textUwen, God'sgift Ogban; Bassey, Victor Offiong; Nta, Eno Grace – International Journal of Language Education, 2020
This paper seeks to examine the emerging sociolinguistic trends in Nigeria with the view to ascertaining the use of English as a first language among its speakers particular in Calabar, Nigeria. The study adopts Vygotsky's (1978) Social Interactionist Theory. The theory is relevant because it accounts for the intentional and changing linguistic…
Descriptors: Educational Trends, Trend Analysis, Sociolinguistics, Language Usage
Direct linkWong, Simpson W. L.; Cheung, Him; Zheng, Mo; Yang, Xiujie; McBride, Catherine; Ho, Connie Suk-Han; Leung, Judy Sze-Man; Chow, Bonnie Wing-Yin; Waye, Mary Miu Yee – Child Development, 2020
Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6-11 years, matched on age, gender, grade level, nonverbal intelligence, parents' education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native…
Descriptors: Vocabulary Development, Native Language, Sino Tibetan Languages, Chinese
Baralt, Melissa; Darcy Mahoney, Ashley; Brito, Natalie – Child Language Teaching and Therapy, 2020
The early language environments of low-income Hispanic children can be negatively affected when their Spanish-speaking caregivers face racism, assimilation pressure, and/or misinformed advice based on English-only ideologies. This article reports on the design and efficacy of Háblame Bebé, a language-promoting phone application that encourages…
Descriptors: Low Income, Hispanic Americans, Spanish Speaking, Racial Bias
Harrison, Eugene; McTavish, Marianne – Journal of Early Childhood Literacy, 2018
Children today are growing up in a digital world that is changing and advancing at an unprecedented rate. While some adults may struggle to keep up with new technological gadgets, we find our very young may be quite at ease with the use of digital technologies, even before learning to speak. This study builds on a foundation of family literacy…
Descriptors: Infants, Toddlers, Language Acquisition, Native Language
Niklas, Frank; Tayler, Collette; Cohrssen, Caroline – Research Papers in Education, 2018
Early language ability is a strong predictor of later language and reading outcomes. Whilst young children with home languages that differ from the dominant language spoken in their country of residence may lag behind their peers in literacy and academic achievement, effective supports for young dual-language users may be overlooked in mainstream…
Descriptors: Bilingual Students, Early Childhood Education, Bilingualism, Longitudinal Studies
Paradowski, Michal B.; Bator, Aleksandra – International Journal of Bilingual Education and Bilingualism, 2018
This article examines the perceived effectiveness of multilingual upbringing strategies and ways of communication adopted by families where the parents are of two different nationalities. The theoretical introduction presents an overview of the most important issues related to the linguistic development in bi-/multilingual children, debunking…
Descriptors: Multilingualism, Misconceptions, Parent Child Relationship, Family Relationship
Vaahtoranta, Enni; Suggate, Sebastian; Jachmann, Cornelia; Lenhart, Jan; Lenhard, Wolfgang – First Language, 2018
Shared reading represents an established practice to foster preschool vocabulary development, particularly when coupled with explicit instruction in word meanings. However, a question remains as to whether explicit word definitions detract from story delivery and hence language learning. Accordingly, this study compared explicit versus…
Descriptors: Vocabulary Development, Story Telling, Language Acquisition, Preschool Children
Nandi, Anik – Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 2018
Macro-level policy makers, perceived as stakeholders of language management, employ a range of language policy strategies to legitimise hegemonic control over meso- (i.e. family) and micro- (i.e. individual) level language ideologies (Cassels-Johnson 2013). However, language policies of an individual are often difficult to detect because they are…
Descriptors: Language Usage, Family Environment, Parent Child Relationship, Spanish
Lawson, Lynne M. – ProQuest LLC, 2018
Many American preschool children enter kindergarten without the emergent literacy skills needed to learn to read. To address this problem, this multicase qualitative study investigated the emergent literacy practices at Steiner Waldorf-inspired and Reggio Emilia-inspired schools. The research questions focused on how alternative preschool…
Descriptors: Preschool Education, Reggio Emilia Approach, Teaching Methods, Emergent Literacy
Van Horn, Danielle; Kan, Pui Fong – Child Language Teaching and Therapy, 2016
The purpose of this study was to examine the fast mapping skills in Spanish-English bilingual preschool children in two learning contexts: storybook reading and cartoon viewing. Eighteen typically developing Spanish-English bilingual preschool children completed a fast mapping task in Spanish (L1) and in English (L2). In 4 different sessions, each…
Descriptors: Cognitive Mapping, Bilingualism, Second Language Learning, Cartoons
Walton, Katherine M.; Ingersoll, Brooke R. – Autism: The International Journal of Research and Practice, 2016
Literature on "Thin Slice" ratings indicates that a number of personality characteristics and behaviors can be accurately predicted by ratings of very short segments (<5?min) of behavior. This study examined the utility of Thin Slice ratings of young children with autism spectrum disorder for predicting developmental skills and…
Descriptors: Autism, Pervasive Developmental Disorders, Language Acquisition, Preschool Children
Sauerland, Uli; Grohmann, Kleanthes K.; Guasti, Maria Teresa; Andelkovic, Darinka; Argus, Reili; Armon-Lotem, Sharon; Arosio, Fabrizio; Avram, Larisa; Costa, João; Dabašinskiene, Ineta; de López, Kristine; Gatt, Daniela; Grech, Helen; Haman, Ewa; van Hout, Angeliek; Hrzica, Gordana; Kainhofer, Judith; Kamandulyte-Merfeldiene, Laura; Kunnari, Sari; Kovacevic, Melita; Kuvac Kraljevic, Jelena; Lipowska, Katarzyna; Mejias, Sandrine; Popovic, Maša; Ruzaite, Jurate; Savic, Maja; Sevcenco, Anca; Varlokosta, Spyridoula; Varnava, Marina; Yatsushiro, Kazuko – First Language, 2016
The comprehension of constituent questions is an important topic for language acquisition research and for applications in the diagnosis of language impairment. This article presents the results of a study investigating the comprehension of different types of questions by 5-year-old, typically developing children across 19 European countries, 18…
Descriptors: Foreign Countries, Questioning Techniques, Preschool Children, Language Acquisition
Balladares, Jaime; Marshall, Chloë; Griffiths, Yvonne – First Language, 2016
Sentence repetition and non-word repetition tests are widely used measures of language processing which are sensitive to language ability. Surprisingly little previous work has investigated whether children's socio-economic status (SES) affects their sentence and non-word repetition accuracy. This study investigates sentence and non-word…
Descriptors: Socioeconomic Status, Foreign Countries, Spanish, Monolingualism
Akpur, Ugur; Alci, Bülent; Karatas, Hakan – Educational Research and Reviews, 2016
The purpose of this study is to evaluate the instruction program of preparatory classes at Yildiz Technical University using CIPP model. A total of 54 teachers and 753 university students attending preparatory classes in the Academic Year of 2014-2015 formed the study group. The research is based on a questionnaire applied to teachers and…
Descriptors: Curriculum Evaluation, Models, College English, Questionnaires
Hodges, Rosemary; Munro, Natalie; Baker, Elise; McGregor, Karla; Docking, Kimberley; Arciuli, Joanne – Journal of Child Language, 2016
This study is about the role of elicited verbal imitation in toddler word learning. Forty-eight toddlers were taught eight nonwords linked to referents. During training, they were asked to imitate the nonwords. Naming of the referents was tested at three intervals (one minute later [uncued], five minutes, and 1-7 days later [cued]) and recognition…
Descriptors: Toddlers, Cues, Vocabulary Development, Language Acquisition
