Turkish‐speaking First Graders in Norway Acquiring Second Language Vocabulary, Listening Comprehension and Literacy Skills

Abstract

This study explored relationships between characteristics of classroom talk exposure and immigrant first graders' acquisition of second language oral skills (vocabulary and listening comprehension) and literacy skills. Twenty-six children (mean age56.10 years) with Turkish as their first language and Norwegian as their second, attending various multilingual and ethnically diverse classrooms in Norway, were videotaped during classroom conversations. Classroom talk was coded for vocabulary richness, discursive complexity and emergent phonics talk and the children's oral language and literacy skills were assessed. Classroom vocabulary richness and discursive complexity predicted the children's second language vocabulary skills and listening comprehension after controlling for maternal education, but did not predict their literacy skills. The density of emergent phonics talk did not predict target children's code-related skills in this sample. Applied perspectives related to second language learning in multiparty settings are discussed.

A Systematic Review of Teacher–Child Interactions With Multilingual Young Children

“…The sixth article appeared to be published twice in two different journals but with the same content, and therefore it was decided to only include the article that was published first (i.e., Jule, 2005). During the coding of the articles, an additional 4 articles were excluded as they did not focus on teacher-child interactions of multilingual children (e.g., Aukrust, 2008). The final sample therefore consisted of 31 studies.…”

“…First, there were only five studies that directly compared the teacher-child interactions of monolingual and multilingual children. Although several previous studies investigated the relationship between teacher-child interactions and child development (Aukrust, 2008;Aukrust & Rydland, 2011;Bowers & Vasilyeva, 2011), these did not differentiate the teacher-child interactions that monolingual and multilingual children are exposed to in the same classroom. Hence, many questions remain on how teachers manage their interaction with monolingual and multilingual children in one classroom.…”

H Ανάπτυξη Του Δεκτικού Λεξιλογίου Στην Ελληνική Γλώσσα Αλλοδαπών Παιδιών Προσχολικής Ηλικίας (4-6 Ετών) Μέσω Της Ανάγνωσης Των Ιστοριών

“…Σε πολλές περιπτώσεις οι εκπαιδευτικοί δεν κατανοούν πλήρως τον τρόπο µε τον οποίο αναπτύσσονται οι γλωσσικές ικανότητες των παιδιών και πόσο σηµαντική είναι ως προς αυτή την κατεύθυνση η διασφάλιση της ποιοτικής λεκτικής αλληλεπίδρασης µε τα παιδιά (Wasik, 2010). Χρήσιµα είναι τα δεδοµένα ερευνών που έχουν πραγµατοποιηθεί σε µονόγλωσσα (Ruston & Schwanenflugel, 2010) και δίγλωσσα παιδιά προσχολικής ηλικίας (Aukrust, 2008) Ματσαγγούρας, 2000). Η άµεση διδασκαλία βασίζεται σε σηµαντικό βαθµό στη µονολογική διδασκαλίατο διαβιβαστικό µοντέλο διδασκαλίας (the transmission model of instruction) -καθώς χρησιµοποιεί ως βασική στρατηγική τη µετάδοση γνώσεων και πληροφοριών από τον/την εκπαιδευτικό στο µαθητή (Renshaw, 2004).…”