"Once upon a Time in Bearland": Longitudinal Development of Fictional Narratives in South African Children

Autor/in	Willenberg, Ingrid
Titel	"Once upon a Time in Bearland": Longitudinal Development of Fictional Narratives in South African Children
Quelle	In: First Language, 37 (2017) 2, S.150-167 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723716679798
Schlagwörter	Narration; Native Language; Correlation; Mothers; Educational Attainment; Parent Child Relationship; Cues; Longitudinal Studies; Cultural Context; Sociocultural Patterns; English; Elementary School Students; Kindergarten; Grade 3; Foreign Countries; Oral Language; Age Differences; English (Second Language); Language Acquisition; Indo European Languages; Language Proficiency; Story Reading; Comparative Analysis; Statistical Analysis; South Africa + Suchen Sie Ihr Suchwort? Korrelation; Mother; Mutter; Bildungsabschluss; Bildungsgut; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Stichwort; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziokulturelle Theorie; English language; Englisch; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Age; Difference; Age difference; Altersunterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Indoeuropäisch; Language skill; Language skills; Sprachkompetenz; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Children's narrative skills have been widely studied in North America, but there is a paucity of African research. Within South Africa's diverse socio-cultural context, this study of mixed-race children explored the development of narrative production and the influence of home background variables. Using the Bear Story picture prompt, this longitudinal study investigated the fictional oral narrative skills of 70 English-speaking children in kindergarten and Grade 3. Four key findings emerged: first, with age, narratives increased in lexical diversity, macrostructure elements and written discourse features. However, there was no increase in evaluation, thus highlighting the complexity and nonlinear nature of narrative development. Second, early book reading experiences in the home were positively associated with Grade 3 narrative macrostructure. Third, there were no associations between narrative abilities and maternal education or mothers speaking a first language other than English, underscoring the importance of parental behaviours above factors such as education and language background. Finally, contrary to expectations, the findings suggest more similarities than differences between these children and their peers in other contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01