Do Parents Provide a Helping Hand to Vocabulary Development in Bilingual Children?

Autor/inn/en	Limia, Valery; Ozcaliskan, Seyda; Hoff, Erika
Titel	Do Parents Provide a Helping Hand to Vocabulary Development in Bilingual Children?
Quelle	In: Journal of Child Language, 46 (2019) 3, S.501-521 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Bilingualism; Parent Child Relationship; Nonverbal Communication; Vocabulary Development; Language Acquisition; Second Language Learning; Spanish; English; Language Dominance; Monolingualism; Speech Communication; Role + Suchen Sie Ihr Suchwort? Bilingualismus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Non-verbal communication; Nonverbale Kommunikation; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Spanisch; English language; Englisch; Sprachliche Dominanz; Rollen
Abstract	Monolingual children identify referents uniquely in gesture before they do so with words, and parents translate these gestures into words. Children benefit from these translations, acquiring the words that their parents translated earlier than the ones that are not translated. Are bilingual children as likely as monolingual children to identify referents uniquely in gesture; and do parental translations have the same positive impact on the vocabulary development of bilingual children? Our results showed that the bilingual children -- dominant in English or in Spanish -- were as likely as monolingual children to identify referents uniquely in gesture. More importantly, the unique gestures, when translated into words by the parents, were as likely to enter bilingual and monolingual children's speech -- independent of language dominance. Our results suggest that parental response to child gesture plays as crucial of a role in the vocabulary development of bilingual children as it does in monolingual children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01