ERIC Number: ED207105
Record Type: RIE
Publication Date: 1980-Jul
Reference Count: 0
Language and Learning: Talk between Adults and Children at Home and at School.
Several conclusions about child language were drawn from the data collected during the Bristol longitudinal study, "Language at Home and at School": (1) the amount of speech that adults address to their children is significantly associated with the children's rate of progress; (2) although many topics are introduced by parents, an equal if not greater number of sequences is initiated by their children; (3) the child contributes few utterances with propositional content that can be extended and, conversely, the child who frequently initiates topics that interest the adult will be more likely to elicit speech from which the child can learn; (4) the form of the conversation depends not only on the topic but also on the purpose of the participants; and (5) the presence of other children has an effect on the content and structure of the conversations. It was also determined that those children who already have some understanding of the purpose and organization of written language upon entering school are likely to have achieved a higher level of attainment two years later. This tended to be associated with the place and value of literacy in the everyday lives of the parents, which in turn is associated with their own educational and occupational status. Where this familiarity is absent, children are at a disadvantage, both because they lack skills that are important for learning in school and because this lack affects the ways in which their teachers interact with them. (HOD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Congress of Psychology (22nd, Leipzig, German Democratic Republic, July 1980).