Current Search: Language arts Early childhood (x)
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- Title
- Verb acquisition and generalization strategies of preschool children.
- Creator
- Pruzansky, Rita, Earles, Julie, Kersten, Alan
- Date Issued
- 2012-04-06
- PURL
- http://purl.flvc.org/fcla/dt/3350924
- Subject Headings
- Child development, Cognitive grammar, Language acquisition --Age factors, Language arts (Early childhood), Psycholinguistics, Children --Language
- Format
- Document (PDF)
- Title
- Family constellation and language experience as influences on bilingual first language acquisition.
- Creator
- Place, Silvia., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
This study investigated the effects of family composition and properties of children's dual language exposure on bilingual first language acquisition. Mothers of 29 toddlers (13 boys and 16 girls, M age = 25.66 months, SD = .44) kept a language diary, providing measures of the amount, the contexts, and the persons with whom the children experienced English and Spanish. Measures of the children's vocabulary balance were obtained from English and Spanish language inventories. Results showed...
Show moreThis study investigated the effects of family composition and properties of children's dual language exposure on bilingual first language acquisition. Mothers of 29 toddlers (13 boys and 16 girls, M age = 25.66 months, SD = .44) kept a language diary, providing measures of the amount, the contexts, and the persons with whom the children experienced English and Spanish. Measures of the children's vocabulary balance were obtained from English and Spanish language inventories. Results showed that only children with two native Spanish-speaking parents had larger Spanish than English vocabularies and experienced more hours of Spanish-only exposure and Spanish-only conversational contexts. Analysis of covariance demonstrated that the effect of family composition on vocabulary balance was completely mediated by the balance of English and Spanish in the children's language exposure. There was no evidence of a unique effect of experiencing Spanish-only conversational contexts or partners on children's acquisition of Spanish.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/246048
- Subject Headings
- Language acquisition, Parent participation, Language arts (Early childhood), Hispanic American families, Language, Bilingualism in children
- Format
- Document (PDF)
- Title
- Verb acquisition and generalization strategies of preschool children.
- Creator
- Pruzansky, Rita, Harriet L. Wilkes Honors College
- Abstract/Description
-
This experiment tested 3 to 5-year-old children's (n=18) abilities to learn a novel verb in the context of one or two novel objects. We showed the children claymation videos of novel creatures performing two novel actions. They were then tested on whether they could correctly identify the action that a creature was performing in the form of a 'yes' or 'no' response. Children in the blocked condition, who learned the verbs in the context of one creature, responded correctly more often (p=.01)...
Show moreThis experiment tested 3 to 5-year-old children's (n=18) abilities to learn a novel verb in the context of one or two novel objects. We showed the children claymation videos of novel creatures performing two novel actions. They were then tested on whether they could correctly identify the action that a creature was performing in the form of a 'yes' or 'no' response. Children in the blocked condition, who learned the verbs in the context of one creature, responded correctly more often (p=.01) than children in the grouped condition, who learned the verbs in the context of two creatures. Results were similar when tested again one week later. These findings suggest that when teaching young children verbs, it may be more effective to first teach in the context of one object so that the children have a more confident understanding of the verb meaning.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3359311, http://purl.flvc.org/fau/fd/FADT3359311
- Subject Headings
- Language acquisition, Age factors, Child development, Language awareness in children, Psycholinguistics, Language arts (Early childhood), Cognitive grammar
- Format
- Document (PDF)
- Title
- Language separation and intermingling in young children's bilingual environments and their effects on children's dual language development and use.
- Creator
- Place, Silvia., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
The current study addressed several questions about the use of language intermingling in child-directed speech and its influence on children's English and Spanish language acquisition on children's language code-switching, Participants were 65 children (Mean age=30.93 months, SD=0.44, 28 boys and 37 girls) who had been exposed to English and Spanish from birth and for whom at least one parent was a native Spanish speaker.... Measures of the children's lexical, grammatical, receptive, and...
Show moreThe current study addressed several questions about the use of language intermingling in child-directed speech and its influence on children's English and Spanish language acquisition on children's language code-switching, Participants were 65 children (Mean age=30.93 months, SD=0.44, 28 boys and 37 girls) who had been exposed to English and Spanish from birth and for whom at least one parent was a native Spanish speaker.... Measures of the children's lexical, grammatical, receptive, and productive language development in English and in Spanish were collected concurrently.... Consistent with sociolinguistic theories that propose that language separation is necessary for heritage language maintenance, children who were exposed to more language intermingling were more English-dominant. Both sensitivity to the language context and children's language dominance were related to children's production of mixed utterances. Children code-switched more when speaking in their less proficient language and when in the context of minority language use.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3355870
- Subject Headings
- Language arts (Early childhood), Language acquisition, Parent participation, Hispanic American families, Language, Bilingualism in children, Code switching (Linguistics), Sociolinguistics
- Format
- Document (PDF)
- Title
- Properties of Child-Directed Speech in Mothers’ Native and Nonnative Languages: A Comparison of English Monolingual and Spanish-English Bilingual Mothers’ Talk to 2-Year-Olds.
- Creator
- Shanks, Katherine Alexandra Filippi, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Previous studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input...
Show morePrevious studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input previously associated with children’s language development: data-providing properties, topic contingency, and speech function. There were significant differences between native English and nonnative English child-directed speech, and between nonnative English and native Spanish. The results suggest two sources of influence shaping child-directed speech: quality differences related to native speaker status and cultural factors primed by the language being spoken.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004633, http://purl.flvc.org/fau/fd/FA00004633
- Subject Headings
- Language arts (Early childhood), Language acquisition--Parent participation., Sociolinguistics., Bilingualism in children., Psycholinguistics., Interpersonal communication--Psychological aspects.
- Format
- Document (PDF)
- Title
- Writing, elementary teachers, and English language learners: a case study of teacher reported pedagogical knowledge and collaborative inquiry in a title 1 school.
- Creator
- East, Jill A., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM)...
Show moreThis qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM) observations. The data from the interviews and observations were used to investigate how participants implemented the Common Core Anchor Standards (CCAS) 1-6 in their classrooms. The data also sought to examine how the participants’ collaboration in LTMs contributed to the selected 3rd-5th grade teachers’ PCK with respect to CCAS 1-6 and support for their English language learners (EL). The findings indicated that participants recognized various EL instructional strategies embedded in the subject matter of writing. Further, the data indicated that the dual language participants collaborated as an effective means for delivering various EL instructional strategies.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004441, http://purl.flvc.org/fau/fd/FA00004441
- Subject Headings
- Early childhood education -- Philosophy, English language -- Composition and exercises -- Study and teaching (Elementary), English language -- Study and teaching as a second language, Inquiry based learning, Language arts (Elementary), Language experience approach in education, Pedagogical content knowledge, Second language acquisition
- Format
- Document (PDF)
- Title
- Bilingual education and biliteracy in the Brazilian community: An attitudinal study.
- Creator
- Martins, Minouche C., Florida Atlantic University, Augustyn, Prisca
- Abstract/Description
-
This study investigated parents' attitudes and expectations regarding Portuguese-English bilingual education, biliteracy, and language use at home in the Brazilian community in South Florida, specifically in the tri-county area of Dade, Broward and Palm Beach. Sixty-seven Brazilian parents participated in an online/print questionnaire study. The results show that parents strongly support bilingual education and the development of bilingualism. An overwhelming majority of parents strongly...
Show moreThis study investigated parents' attitudes and expectations regarding Portuguese-English bilingual education, biliteracy, and language use at home in the Brazilian community in South Florida, specifically in the tri-county area of Dade, Broward and Palm Beach. Sixty-seven Brazilian parents participated in an online/print questionnaire study. The results show that parents strongly support bilingual education and the development of bilingualism. An overwhelming majority of parents strongly encourage the use of Portuguese in the Brazilian homes. However, a discrepancy was found between parents' expectations and actual practices for their children's biliterate development. The majority of parents encourage the development of their children's speaking skills in Portuguese, but only few parents have strategies to develop their children's literacy in Portuguese. The lack of print-media in the heritage language in the home shows that parents look to formal education to fulfill their expectations in their children's biliteracy.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/13313
- Subject Headings
- Bilingual education--United States--Florida, Bilingualism--United States--Florida, Multiculturalism--United States--Florida, Literacy--Study and teaching, Language arts (Early childhood), Education--Parent participation--United States--Florida
- Format
- Document (PDF)