Academic language in shared book reading

parent and teacher input to mono- and bilingual preschoolers

Rian Aarts, S. Demir, J.J.H. Kurvers, L. Henrichs

Research output: Contribution to journalArticleScientificpeer-review

Abstract

The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children’s language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic complexity, and abstractness. The AL features in the input of mothers varied considerably among individuals, were strongly intercorrelated and stable over time, and positively related to children’s language skills. For Turkish children, input in Turkish was related to vocabulary in Dutch as well. Compared to mothers, teachers provided input that was more academic. The teachers of the Turkish group used more abstract language but relatively less lexically diverse and syntactically complex talk than the teachers of the Dutch group. By simplifying their language lexically and syntactically, teachers might provide impoverished input to children learning Dutch as a second language.
Original languageEnglish
Article number0023-8333
Pages (from-to)263-295
Number of pages33
JournalLanguage learning: Journal of applied linguistics
Volume66
Issue number2
DOIs
Publication statusPublished - Jun 2016

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parents
teacher
language
studies (academic)
vocabulary
Group
learning

Keywords

  • academic language
  • shared reading
  • bilingual development
  • caretakers' input

Cite this

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title = "Academic language in shared book reading: parent and teacher input to mono- and bilingual preschoolers",
abstract = "The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children’s language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic complexity, and abstractness. The AL features in the input of mothers varied considerably among individuals, were strongly intercorrelated and stable over time, and positively related to children’s language skills. For Turkish children, input in Turkish was related to vocabulary in Dutch as well. Compared to mothers, teachers provided input that was more academic. The teachers of the Turkish group used more abstract language but relatively less lexically diverse and syntactically complex talk than the teachers of the Dutch group. By simplifying their language lexically and syntactically, teachers might provide impoverished input to children learning Dutch as a second language.",
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Academic language in shared book reading : parent and teacher input to mono- and bilingual preschoolers. / Aarts, Rian; Demir, S.; Kurvers, J.J.H.; Henrichs, L.

In: Language learning: Journal of applied linguistics, Vol. 66, No. 2, 0023-8333, 06.2016, p. 263-295.

Research output: Contribution to journalArticleScientificpeer-review

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AB - The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children’s language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic complexity, and abstractness. The AL features in the input of mothers varied considerably among individuals, were strongly intercorrelated and stable over time, and positively related to children’s language skills. For Turkish children, input in Turkish was related to vocabulary in Dutch as well. Compared to mothers, teachers provided input that was more academic. The teachers of the Turkish group used more abstract language but relatively less lexically diverse and syntactically complex talk than the teachers of the Dutch group. By simplifying their language lexically and syntactically, teachers might provide impoverished input to children learning Dutch as a second language.

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