Supporting Vocabulary Development in a Culturally/Linguistically Diverse Family

Autor/inn/en	Anderson, Ann; Anderson, Jim
Titel	Supporting Vocabulary Development in a Culturally/Linguistically Diverse Family
Quelle	In: Journal of Early Childhood Literacy, 23 (2023) 3, S.427-444 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Jim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798421995533
Schlagwörter	Vocabulary Development; Language Acquisition; Second Language Learning; Immigrants; English (Second Language); Literacy; Fathers; Parent Role; Parent Child Relationship; Academic Achievement; At Risk Persons; Story Reading; Preschool Children; Nonverbal Communication; Concept Formation; Illustrations; Prior Learning; Literacy Education; Family Literacy + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Alphabetisierung; Schreib- und Lesefähigkeit; Parental role; Elternrolle; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schulleistung; Risikogruppe; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Non-verbal communication; Nonverbale Kommunikation; Concept learning; Begriffsbildung; Bildliche Darstellung; Vorkenntnisse
Abstract	Educators and researchers consider vocabulary development foundational in young children's language and literacy learning and for academic achievement; adult-child shared book reading is potentially a rich site for word learning and concept development. In this article, we report on how an immigrant father and his four year old daughter, English Language Learners living in a community identified as "vulnerable", attended to words and their meanings in two shared reading sessions. Results indicate the father enacted a number of strategies including: verbal explanations; providing verbal explanations and pointing to the relevant illustration; referencing the child's previous experiences; and using demonstration and gesture. The findings challenge some of the assumptions about immigrant families and families living in "vulnerable" communities, as well as the role of fathers in young children's language and literacy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01