Vocabulary Development in Norwegian L1 and L2 Learners in the Kindergarten-School Transition

Autor/inn/en	Karlsen, Jannicke; Lyster, Solveig-Alma Halaas; Lervåg, Arne
Titel	Vocabulary Development in Norwegian L1 and L2 Learners in the Kindergarten-School Transition
Quelle	In: Journal of Child Language, 44 (2017) 2, S.402-426 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Vocabulary Development; Norwegian; Second Language Learning; Native Language; Longitudinal Studies; Predictor Variables; Urdu; Indo European Languages; Kindergarten; Elementary School Students; Comparative Analysis; Books; Family Environment; Path Analysis; Mothers; Educational Attainment; Monolingualism; Correlation; Foreign Countries; Cognitive Development; Intelligence Tests; Young Children; Parent Surveys; Norway; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Norwegisch; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Indoeuropäisch; Book; Buch; Monographie; Monografie; Familienmilieu; Pfadanalyse; Mother; Mutter; Bildungsabschluss; Bildungsgut; Korrelation; Ausland; Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit; Norwegen
Abstract	This study examined the vocabulary development of Norwegian second language (L2) learners with Urdu/Punjabi as their first language (L1) at two time-points from kindergarten to primary school, and compared it to the vocabulary development of monolingual Norwegian children. Using path models, the associations between number of picture books in the home, maternal education, and previous L1 and L2 vocabulary on the development of L2 vocabulary breadth and depth were investigated. The results indicate that despite the weaker vocabulary skills of the L2 sample, the growth trajectories of the L2 learners and the monolingual comparison group did not differ. For the L2 learners, we identified both concurrent and longitudinal predictors of vocabulary: the number of books in the home and the time of introduction of the L2 predicted concurrent vocabulary. L1 vocabulary, number of books in the home, and the time of introduction of the L2 predicted vocabulary growth. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01