Predicting Ethnic Minority Children's Vocabulary from Socioeconomic Status, Maternal Language and Home Reading Input: Different Pathways for Host and Ethnic Language

Autor/inn/en	Prevoo, Mariëlle J. L.; Malda, Maike; Mesman, Judi; Emmen, Rosanneke A. G.; Yeniad, Nihal; Van Ijzendoorn, Marinus; Linting, Mariëlle
Titel	Predicting Ethnic Minority Children's Vocabulary from Socioeconomic Status, Maternal Language and Home Reading Input: Different Pathways for Host and Ethnic Language
Quelle	In: Journal of Child Language, 41 (2014) 5, S.963-984 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000913000299
Schlagwörter	Ethnic Groups; Minority Groups; Socioeconomic Status; Child Language; Vocabulary Development; Language Usage; Prediction; Mothers; Parent Child Relationship; Reading Aloud to Others; Language Acquisition; Bilingualism; Language Proficiency; Correlation; Immigrants; Foreign Countries; Turkish; Native Language; Second Language Learning; Indo European Languages; Netherlands + Suchen Sie Ihr Suchwort? Ethnie; Ethnische Minderheit; Socio-economic status; Sozioökonomischer Status; 'Children''s language'; Kindersprache; Wortschatzarbeit; Sprachgebrauch; Vorhersage; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sprachaneignung; Spracherwerb; Bilingualismus; Language skill; Language skills; Sprachkompetenz; Korrelation; Immigrant; Immigrantin; Immigranten; Ausland; Türkisch; Zweitsprachenerwerb; Indoeuropäisch; Niederlande
Abstract	When bilingual children enter formal reading education, host language proficiency becomes increasingly important. This study investigated the relation between socioeconomic status (SES), maternal language use, reading input, and vocabulary in a sample of 111 six-year-old children of first- and second-generation Turkish immigrant parents in the Netherlands. Mothers reported on their language use with the child, frequency of reading by both parents, and availability of children's books in the ethnic and the host language. Children's Dutch and Turkish vocabulary were tested during a home visit. SES was related to maternal language use and to host language reading input. Reading input mediated the relation between SES and host language vocabulary and between maternal language use and host language vocabulary, whereas only maternal language use was related to ethnic language vocabulary. During transition to formal reading education, one should be aware that children from low-SES families receive less host language reading input. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10