Rian Aarts
Biographic Data
| ID | 3839403 |
|---|---|
| NAME | Rian Aarts |
| GIVEN NAMES | Rian |
| FAMILY NAME | Aarts |
| SIGNATURE | AARTS R |
| AFFILIATIONS | Tilburg University |
| ORCID | 0000-0003-0632-5853 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Views on Gender Differences in the Physics Classroom
Concerns about the differences between boys and girls in educational achievement, school careers and educational choices have existed since the last century. Despite ongoing research, we still do not have a complete picture of gender-based differences in education. In particular, there is little comparative research on how teachers and students experience and deal with gender differences in their classrooms. Therefore, this study focuses on teach…
Teaching Turkish‐Dutch kindergartners Dutch vocabulary with a social robot
Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study investigates whether providing L1 translations in a robot‐assisted L2 vocabulary training facilitates ch…
Academic Language in Shared Book Reading
The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic complexity, and abstractness. The AL features in the input of mothers varied considerably among individuals, we…
Lexical Richness in Maternal Input and Vocabulary Development of Turkish Preschoolers in the Netherlands
Characteristics of Academic Language Register Occurring in Caretaker-Child Interaction
This article aims at validating a coding scheme designed to investigate the precursors of academic language occurring in early caretaker-child interactions. Exposure to the academic dimensions of language is an important asset for children to be successful in academic settings. The proposed analytical framework, based on systemic functional linguistics and usage-based theories and informed by research on the language of school, is useful for asse…
Academic Language in Shared Book Reading
The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic complexity, and abstractness. The AL features in the input of mothers varied considerably among individuals, we…
Characteristics of Academic Language Register Occurring in Caretaker-Child Interaction
This article aims at validating a coding scheme designed to investigate the precursors of academic language occurring in early caretaker-child interactions. Exposure to the academic dimensions of language is an important asset for children to be successful in academic settings. The proposed analytical framework, based on systemic functional linguistics and usage-based theories and informed by research on the language of school, is useful for asse…
Lexical Richness in Maternal Input and Vocabulary Development of Turkish Preschoolers in the Netherlands
Characteristics of Academic Language Register Occurring in Caretaker-Child Interaction
This article aims at validating a coding scheme designed to investigate the precursors of academic language occurring in early caretaker-child interactions. Exposure to the academic dimensions of language is an important asset for children to be successful in academic settings. The proposed analytical framework, based on systemic functional linguistics and usage-based theories and informed by research on the language of school, is useful for asse…
Lexical Richness in Maternal Input and Vocabulary Development of Turkish Preschoolers in the Netherlands
Academic Language in Shared Book Reading
The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic complexity, and abstractness. The AL features in the input of mothers varied considerably among individuals, we…
Teaching Turkish‐Dutch kindergartners Dutch vocabulary with a social robot
Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study investigates whether providing L1 translations in a robot‐assisted L2 vocabulary training facilitates ch…
Views on Gender Differences in the Physics Classroom
Concerns about the differences between boys and girls in educational achievement, school careers and educational choices have existed since the last century. Despite ongoing research, we still do not have a complete picture of gender-based differences in education. In particular, there is little comparative research on how teachers and students experience and deal with gender differences in their classrooms. Therefore, this study focuses on teach…
Psychology (5 works) · Language Development and Disorders (4 works) · Linguistics (4 works) · Turkish (4 works) · Developmental psychology (3 works) · Language development (3 works) · Reading and Literacy Development (3 works) · Vocabulary (3 works) · Multilingual Education and Policy (2 works) · Pedagogy (2 works)