A Longitudinal Study of Estonian Mothers' Self-Reported Language Teaching Practices and Children's Language Skills

Autor/inn/en	Tulviste, Tiia; Tamm, Anni
Titel	A Longitudinal Study of Estonian Mothers' Self-Reported Language Teaching Practices and Children's Language Skills
Quelle	In: First Language, 42 (2022) 5, S.599-612 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tulviste, Tiia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/01427237221098551
Schlagwörter	Foreign Countries; Mothers; Child Language; Language Skills; Preschool Children; Comprehension; Language Acquisition; Gender Differences; Parent Background; Feedback (Response); Teaching Methods; Parent Child Relationship; Age Differences; Informal Education; Estonia + Suchen Sie Ihr Suchwort? Ausland; Mother; Mutter; 'Children''s language'; Kindersprache; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Verstehen; Verständnis; Sprachaneignung; Spracherwerb; Geschlechterkonflikt; Elternhaus; Teaching method; Lehrmethode; Unterrichtsmethode; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Age; Difference; Age difference; Altersunterschied; Informelle Bildung; Nichtformale Bildung; Estland
Abstract	This study explored associations between mothers' language teaching practices and children's language skills concurrently and longitudinally, while also taking into account the children's sex and mothers' education. Estonian mothers of 76 children reported their language teaching practices at child ages 3;0 and 4;0. Children's language comprehension and production were measured via the examiner-administered New Reynell Developmental Language Scales (NRDLS). The results indicated that at Wave 1, girls scored higher on language comprehension and production than boys. Mothers' higher education predicted higher scores on language production. Maternal corrective feedback was a negative predictor of children's concurrent language comprehension. At Wave 2, neither maternal teaching practices, maternal education nor child's sex predicted the language measures of interest. The longitudinal results showed that later language production scores were negatively predicted by mothers' corrective feedback. Yet, the strongest predictors of both language scores were the scores of language comprehension and production measured 1 year earlier. Moreover, maternal language teaching practices at Wave 2 were predicted by mothers' early language teaching practices, but not by children's earlier language skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01