Child-Directed and Overheard Input from Different Speakers in Two Distinct Cultures

Autor/inn/en	Loukatou, Georgia; Scaff, Camila; Demuth, Katherine; Cristia, Alejandrina; Havron, Naomi
Titel	Child-Directed and Overheard Input from Different Speakers in Two Distinct Cultures
Quelle	In: Journal of Child Language, 49 (2022) 6, S.1173-1192 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Havron, Naomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000921000623
Schlagwörter	Toddlers; French; African Languages; Language Acquisition; Foreign Countries; Mothers; Cultural Influences; Speech Communication; Child Language; Linguistic Input; South Africa; France + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Französisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Sprachaneignung; Spracherwerb; Ausland; Mother; Mutter; Cultural influence; Kultureinfluss; 'Children''s language'; Kindersprache; Sprachbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Frankreich
Abstract	Despite the fact that in most communities interaction occurs between the child and multiple speakers, most previous research on input to children focused on input from mothers. We annotated recordings of Sesotho-learning toddlers living in non-industrial Lesotho in South Africa, and French-learning toddlers living in urban regions in France. We examined who produced the input (mothers, other children, adults), how much input was child directed, and whether and how it varied across speakers. As expected, mothers contributed most of the input in the French recordings. However, in the Sesotho recordings, input from other children was more common than input from mothers or other adults. Child-directed speech from all speakers in both cultural groups showed similar qualitative modifications. Our findings suggest that input from other children is prevalent and has similar features as child-directed from adults described in previous work, inviting cross-cultural research into the effects of input from other children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01