Impact of Language-Training Programs on French Educators' Interactions and Child Syntax Development

Autor/inn/en	Canut, Emmanuelle; Masson, Caroline; Husianycia, Magali
Titel	Impact of Language-Training Programs on French Educators' Interactions and Child Syntax Development
Quelle	In: Language and Education, 37 (2023) 2, S.131-150 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Canut, Emmanuelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2022.2127323
Schlagwörter	French; Syntax; Program Effectiveness; Preschool Children; Language Acquisition; Foreign Countries; Preschool Teachers; Preschool Education; Teacher Student Relationship; Oral Language; Audio Equipment; Pragmatics; Disadvantaged; Teaching Methods; Native Language; Language Research; France + Suchen Sie Ihr Suchwort? Französisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Ausland; Erzieher; Erzieherin; Kindergärtnerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Oral interpretation; Mündlicher Sprachgebrauch; Audio-CD; Pragmalinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachforschung; Frankreich
Abstract	Studies that measure the effectiveness of language-training program for children's language development do not clearly identify in adult-child interaction which characteristics of educators' language are most effective, particularly for children over 4 years of age who need to develop complex syntactic skills. Our study aimed to analyze the language use of 26 educators (with different professions: teachers, animators, and employees) participating in French language-training program for preschoolers. This training was based on linguistic research on language acquisition and focused on syntax. A total of 131 children were recorded in adult-child joint narration in a dyadic interaction across six French cities and 20 preschools. The statistical analysis of the linguistic and pragmatic properties of the educators' language while interacting with children demonstrated that the educators changed their language practices after training. This study also revealed that syntax complexity of educators' input has a significant impact on syntax development of children. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01