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ERIC Number: EJ782009
Record Type: Journal
Publication Date: 2007
Pages: 21
Abstractor: Author
Reference Count: 53
ISSN: ISSN-0256-8543
Young Children Acquiring Second Language Vocabulary in Preschool Group-Time: Does Amount, Diversity, and Discourse Complexity of Teacher Talk Matter?
Aukrust, Vibeke Grover
Journal of Research in Childhood Education, v22 n1 p17 Fall 2007
This study investigated relationships between teacher talk exposure in preschool and school and children's second language vocabulary acquisition. Teacher talk exposure and vocabulary acquisition in Turkish-speaking children learning Norwegian and attending various classrooms were assessed yearly from when the children were in their next-to-last year of preschool attendance until 1st grade. Teacher talk lexical input was identified as amount (density of word tokens), diversity (density of word types), and complexity (density of word types appearing within explanatory talk) of input, based on videotaped teacher-student interactions. Children's vocabulary skills in Turkish and Norwegian were assessed using translated versions of the Peabody Picture Vocabulary Test and the Word Definition Subscale of Reynell Developmental Language Scale. Only a few relationships were found between the amount, diversity, and complexity of teacher talk and the target children's immediate second language vocabulary skills. The amount, diversity, and complexity of teacher talk in preschool did, however, predict subsequent second language vocabulary skills in 1st grade. Controlling for maternal education and age of preschool entrance, teacher talk lexical input in preschool predicted variance in both 1st-grade receptive vocabulary and word definition skills. (Contains 7 tables and 4 notes.)
Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A