Preschool Language Exposure and Use: A Comparison Study of Dual-Language Learners and English Monolingual Children

Autor/inn/en	Choi, Ji Young; Van Pay, Craig K.; Beecher, Constance C.
Titel	Preschool Language Exposure and Use: A Comparison Study of Dual-Language Learners and English Monolingual Children
Quelle	In: Infant and Child Development, 32 (2023) 3, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Choi, Ji Young) ORCID (Van Pay, Craig K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2420
Schlagwörter	Preschool Children; Bilingual Students; Preschool Education; Language of Instruction; Bilingual Education; Speech Communication; Interpersonal Communication; Monolingualism; Measures (Individuals); Language Usage; Child Language + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching language; Unterrichtssprache; Bilingual teaching; Bilingualer Unterricht; Interpersonale Kommunikation; Messdaten; Sprachgebrauch; 'Children''s language'; Kindersprache
Abstract	This study explored the language experiences of dual language learners (DLL; n = 19) and English monolinguals (EM; n = 13) in preschool classrooms where English is the primary language of instruction and many home languages are present. Using the Language ENvironment Analysis™ system as a primary tool, we quantitatively analysed an average of 34 hours of recordings collected over 5-8 days for each participating child (M[subscript age] = 52 months) in six classrooms. Results showed that, during a typical preschool day, DLLs spoke as much as EMs but received less adult talk overall and had more 5-min segments with zero adult-child conversations than their EM peers. Follow-up analyses revealed that teachers generally talked less when children initiated the conversations than when adults initiated the conversations, and this pattern was particularly evident for DLLs. Study implications and future research are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01