The Second-Language Vocabulary Trajectories of Turkish Immigrant Children in Norway from Ages Five to Ten: The Role of Preschool Talk Exposure, Maternal Education, and Coethnic Concentration in the Neighborhood

Autor/inn/en	Rydland, Veslemoy; Grover, Vibeke; Lawrence, Joshua
Titel	The Second-Language Vocabulary Trajectories of Turkish Immigrant Children in Norway from Ages Five to Ten: The Role of Preschool Talk Exposure, Maternal Education, and Coethnic Concentration in the Neighborhood
Quelle	In: Journal of Child Language, 41 (2014) 2, S.352-381 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000912000712
Schlagwörter	Second Language Learning; Vocabulary Development; Foreign Countries; Prediction; Preschool Children; Mothers; Educational Attainment; Neighborhoods; Role; Peer Relationship; Classroom Communication; Teacher Student Relationship; Elementary School Students; Turkish; Native Language; Norwegian; Intergroup Relations; Norway + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Wortschatzarbeit; Ausland; Vorhersage; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Bildungsabschluss; Bildungsgut; Neighbourhoods; Nachbarschaft; Rollen; Peer-Beziehungen; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Türkisch; Norwegisch; Intergruppenbeziehungen; Norwegen
Abstract	Little research has explored how preschools can support children's second-language (L2) vocabulary development. This study keenly followed the progress of twenty-six Turkish immigrant children growing up in Norway from preschool (age five) to fifth grade (age ten). Four different measures of preschool talk exposure (amount and diversity of teacher-led group talk and amount and diversity of peer talk), as well as the demographic variables of maternal education and co-ethnic concentration in the neighborhood, were employed to predict the children's L2 vocabulary trajectories. The results of growth analyses revealed that maternal education was the only variable predicting children's vocabulary growth during the elementary years. However, teacher-led talk, peer talk, and neighborhood predicted children's L2 vocabulary skills at age five, and these differences were maintained up to age ten. This study underscores the importance of both preschool talk exposure (teacher-led talk and peer talk) and demographic factors on L2 learners' vocabulary development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10