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36 results

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  • Chinese mothers use idioms in shared book reading: A predictor for children’s Chinese vocabulary growth?

  • Junyi Yang, Vibeke Grøver, Joshua F. Lawrence
  • Journal:
    Journal of Child Language , First View
    Published online by Cambridge University Press:
    02 October 2024, pp. 1-27
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  • Idioms play an important role in language; however, little research has examined idioms in children’s natural language settings. This study explored idioms usage in maternal talk during mother-child shared book reading and its relation to children’s vocabulary development. Thirty-three Chinese children in Norway (aged 3;0–5;5) and their mothers participated. We observed shared reading at the onset of the study and assessed children’s receptive and expressive vocabulary in Chinese three times across one year. Results demonstrated that mothers used an average of 1.8 idioms and explained one-third of the idioms. Maternal idiom usage was correlated with their talk amount and lexical diversity. Individual growth modeling revealed that the number of idioms mothers used predicted the growth of children’s receptive vocabulary in Chinese. We speculate that idiom usage could be an effective and understudied marker of parental linguistic sophistication. This study underscores the importance of idiom exposure in children’s language environment.

  • Language use, home literacy environment, and demography: Predicting vocabulary skills among diverse young dual language learners in Norway

  • Veslemøy RYDLAND, Vibeke GRØVER
  • Journal:
    Journal of Child Language / Volume 48 / Issue 4 / July 2021
    Published online by Cambridge University Press:
    07 October 2020, pp. 717-736
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  • 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 (DLLs) have in common that they receive this developmental support in two different languages. However, due to variations in socioeconomic factors, ethnic/immigration background, and language socialization practices, DLLs display considerable variability in their first- and second-language proficiency (McCabe, Tamis-LeMonda, Bornstein, Cates, Golinkoff, Guerra, Hirsh-Pasek, Hoff, Kuchirko, Melzi, Mendelsohn, Páez & Song, 2013).

Learning through Language
  • Towards an Educationally Informed Theory of Language Learning
  • Edited by Vibeke Grøver, Paola Uccelli, Meredith Rowe, Elena Lieven
  • Published online:
    04 May 2019
    Print publication:
    09 May 2019
  • Learning language and using language to learn is at the core of any educational activity. Bringing together a globally representative team of experts, this volume presents an innovative and empirically robust collection of studies that examine the role of language in education, with a particular emphasis on features of school-relevant language in middle childhood and adolescents, and its precursors in early childhood. It addresses issues such as how children's linguistic and literacy experiences at home prepare them for school, how the classroom functions as a language-mediated learning environment, and how schools can support language minority students in academic attainment. Set in three parts - Early Childhood, Middle Childhood and Adolescence and Learning in Multilingual Contexts - each part features a discussion from experts in the field to stimulate conversation and further routes for research. Its structure will make it useful for anyone interested in ongoing efforts towards building a pedagogically relevant theory of language learning.

Children's Peer Talk
  • Learning from Each Other
  • Edited by Asta Cekaite, Shoshana Blum-Kulka, Vibeke Grøver, Eva Teubal
  • Published online:
    05 April 2014
    Print publication:
    03 April 2014
  • Inside and outside the classroom, children of all ages spend time interacting with their peers. Through these early interactions, children make sense of the world and co-construct their childhood culture, while simultaneously engaging in interactional activities which provide the stepping stones for discursive, social and cognitive development. This collection brings together an international team of researchers to document how children's peer talk can contribute to their socialization and demonstrates that if we are to understand how children learn in everyday interactions we must take into account peer group cultures, talk, and activities. This book will be of interest to students and researchers in the fields of language acquisition, sociolinguistics, pragmatics and discourse analysis, and related disciplines. It examines naturally occurring talk of children aged from three to twelve years from a range of language communities, and includes ten studies documenting children's interactions and a comprehensive overview of relevant research.

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