The relation between teacher input and lexical growth of preschoolers

Edmond P. Bowers · Marina Vasilyeva

173 citations0/0 files storedApplied Psycholinguistics

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Language Development and Disorders Reading and Literacy Development Second Language Acquisition and Learning

Abstract

ABSTRACT The present study examined the growth of receptive lexical skills in preschoolers over an academic year in relation to teacher speech. The participating students were English language learners and their monolingual English-speaking peers from the same classrooms. The measures of teacher input included indicators of the amount of speech (total number of words), lexical richness (number of different word types), and structural complexity (number of words per utterance). These measures were based on a speech sample collected during a classroom observation. For English language learners, vocabulary growth was positively related to the total number of words produced by the teacher, but negatively related to the number of words per utterance. For monolingual speakers, vocabulary growth was positively related to the number of word types produced by the teacher. The findings underscore the importance of considering different aspects of verbal input for understanding individual variability in language growth of preschool students.

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References

1998Preventing Reading Difficulties in Young Children 2010Peabody Picture Vocabulary Test 1992The CHILDES project: tools for analyzing talk 1989Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language 2003The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech 1994The CHILDES Project: Tools for analyzing talk . By Brian MacWhinney. Hillsdale, NJ: Erlbaum, 1991. Pp. xi, 360. Cloth $59.95, paper $24.95.2006How social contexts support and shape language development☆1991Early vocabulary growth: Relation to language input and gender.

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2016Quantity and quality of language input in bilingual language development.2014Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach 2019A Systematic Review of Teacher–Child Interactions With Multilingual Young Children 2017Code-switching as a marker of linguistic competence in bilingual children 2018The role of language input environments for language outcomes and language acquisition in young bilingual children

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