An Examination of Language Practices during Mother-Child Play Activities among Mexican Immigrant Families

Autor/inn/en	Palacios, Natalia; Kibler, Amanda K.; Baird, Ashley Simpson; Parr, Alyssa; Bergey, Rebecca
Titel	An Examination of Language Practices during Mother-Child Play Activities among Mexican Immigrant Families
Quelle	In: International Multilingual Research Journal, 9 (2015) 3, S.197-219 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2015.1048543
Schlagwörter	Immigrants; Mexican Americans; Mothers; Parent Child Relationship; Young Children; Language Usage; Vocabulary Development; English; Spanish; Video Technology; Questioning Techniques; Responses; English Language Learners; Play; Interaction; Observation + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Hispanoamerikaner; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Frühe Kindheit; Sprachgebrauch; Wortschatzarbeit; English language; Englisch; Spanisch; Befragungstechnik; Fragetechnik; Spiel; Interaktion; Beobachtung
Abstract	We examined the language practices of five mother-child dyads during a structured play activity, particularly in relation to maternal question use. The study includes second-generation, 4-year-old children of Mexican immigrants who demonstrate either high vocabulary levels in English and Spanish or low levels of vocabulary in both languages. Examination of field notes, videotapes, and transcriptions yielded differences in maternal use of perceptual and conceptual questions between children with high and low vocabulary. Children with higher English/Spanish vocabulary profiles experience greater variety in the form of perceptual questions that produce abstract child responses, are more likely to experience clarification or explanation questions, and have greater opportunity to lead during extended exchanges. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01