Sociolinguistic factors associated with the subjectively and objectively measured language development in German preschoolers in three follow-up studies
Bibliographic Data
| ID | 10296966 |
|---|---|
| Authors | Eugen Zaretsky (0000-0002-5954-4315, Goethe University Frankfurt, corresponding author), Benjamin P Lange (0000-0003-3810-772X, University of Göttingen) |
| Year | 2017 |
| Volume | 55 |
| Issue | 1 |
| Publication date | 2017-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0024-3949 • E-ISSN: 1613-396X |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/ling-2016-0036 |
| OpenAlex | W2569722008 |
| Language | EN |
| Citations received | 3 |
| References cited | 13 |
The study aimed at an analysis of sociolinguistic variables associated with the language acquisition progress between the first and the second test sessions in three follow-up studies with German preschool children. In all three samples, children acquiring German, both Germans and immigrants, were tested twice with validated language tests within a time span of several months. Furthermore, language skills of children were judged by daycare center teachers. The language competence of normally developed test subjects did not change much between two test sessions, whereas children acquiring German under more challenging circumstances were still in the process of active development, mostly due to the daycare center attendance, language courses, and medical therapies. Therefore, contra-intuitively at first sight, the following factors were associated with the quick progress in language development (floor effect): bad school marks for the language competence at the beginning of the daycare attendance, low age at the first test session, not regular attendance of the daycare centers, late contact to the German language, foreign language(s) spoken at home, medical issues, and some other unfavorable language acquisition conditions
Attendance · Communicative competence · Competence (human resources) · Developmental psychology · First language · German · Language acquisition · Language development · Linguistic competence · Linguistics · Mathematics education · Pedagogy · Test (biology) · Early Childhood Education and Development · Language Development and Disorders · Psychology · Reading and Literacy Development · Social Psychology
Mother and father language input to young children
Quality of early parent input predicts child vocabulary 3 years later
Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities
Early language acquisition
Language input and child syntax
Dual language exposure and early bilingual development
The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers
How social contexts support and shape language development☆
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction
Der Einfluss des Kindergartens als Kontext zum Erwerb der deutschen Sprache bei Migrantenkindern / The Influence of Preschool as a Context for the Acquisition of the German Language by Immigrant Children
Factors of success and failure in the acquisition of grammatical gender in Dutch
Quantitative analyses in a multivariate study of language attrition
Modeling socioeconomic status effects on language development
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.75 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |