Is Teacher Talk for Very Young Language Learners Pragmatically Tuned? Directives in Two EAL Classrooms

Arnándiz, Otilia Martí; Portolés, Laura

doi:10.1163/9789004409699_006

Cited by 1 publication

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“…In other words, the cognitive scaffolding underpinning teachers' use of discipline-specific language and its influence on child language development is needless to say an essential factor that boosts the development of socio-affective skills. This opens up an attractive line of research on the role of instructional language in learning, in view of what was recently reported by Martí and Portolés (2019) and the emotional modulation that early childhood educators' teaching styles may represent for children's behavior.…”

Section: Discussionmentioning

confidence: 83%

Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors

Dulcic

Peña

Orellana

2021

REDIE

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This article presents a quantitative characterization of the language of early childhood educators, with the goal of identifying their lexical preferences and typical uses in the socio-affective domain. In this cross-sectional, descriptive study, 20 participants were selected by convenience sampling and provided continuous audio recordings, which were transcribed and categorized using LIWC2015 software. The findings show that the greatest lexical densities are associated with the categories “cognitive processes”, “relativity”, “social processes”, “affective processes”, and “perceptual processes”, and a number of subcategories like “motion” and “positive emotion”. Lower densities were found in “anxiety”, “sadness”, health”, “religion”, and “death”. Furthermore, two commonly used clusters were identified: one centered on words with an emotional connotation, and another centered on words with a social connotation. Lastly, the categories “body”, “health”, “motion”, “ingestion”, “causation”, “exclusion”, and “sexual” are good predictors of socio-affective word production. Our findings suggest a distinctive and prominent use of a number of semantic categories associated with the socio-affective domain. Future research directions and their potential to contribute to formative processes in early childhood education are also discussed.

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Section: Discussionmentioning

confidence: 83%