Literaturnachweis - Detailanzeige
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 |
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 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). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |