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Toddlers Raised in Multi-Dialectal Families Learn Words Better in Accented Speech than Those Raised in Monodialectal Families
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Kartushina, Natalia; Rosslund, Audun; Mayor, Julien – Journal of Child Language, 2022
Multi-accent environments offer rich but inconsistent language input, as words are produced differently across accents. The current study examined, in two experiments, whether multi-accent variability affects infants' ability to LEARN WORDS and whether toddlers' prior experience with accents modulates learning. In Experiment 1,…
Descriptors: Toddlers, Pronunciation, Dialects, Vocabulary Development
Language Use, Home Literacy Environment, and Demography: Predicting Vocabulary Skills among Diverse Young Dual Language Learners in Norway
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Rydland, Veslemøy; Grøver, Vibeke – Journal of Child Language, 2020
From a socio-cultural perspective, language offers a means for children to communicate with and learn from others through interaction: language is the medium through which young children are provided cognitive, social, and emotional support in interactions with caregivers, siblings, and peers; and children characterized as dual language learners…
Descriptors: Native Language, Language Usage, Bilingualism, Sociocultural Patterns
Vocabulary Development in Norwegian L1 and L2 Learners in the Kindergarten-School Transition
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Karlsen, Jannicke; Lyster, Solveig-Alma Halaas; Lervåg, Arne – Journal of Child Language, 2017
This study examined the vocabulary development of Norwegian second language (L2) learners with Urdu/Punjabi as their first language (L1) at two time-points from kindergarten to primary school, and compared it to the vocabulary development of monolingual Norwegian children. Using path models, the associations between number of picture books in the…
Descriptors: Vocabulary Development, Norwegian, Second Language Learning, Native Language