TY - CHAP
T1 - Multilingual Preschoolers’ Word Learning from Parent-Child Shared Reading of Informational and Narrative Books
AU - Deitcher, Deborah Bergman
AU - Johnson, Helen
AU - Aram, Dorit
PY - 2021
Y1 - 2021
N2 - Young children around the world often grow up in situations where they hear, speak and read multiple languages. In the United States alone, nearly one in three children lives in a home where a language other than English is spoken (Child Trends Databank, 2016). In this chapter, we refer to a specific subset of the multilingual population – those who are acquiring two or more languages in the preschool years. More specifically, these are children who ‘are exposed to and speak only one language at home during the first one or two years of life and then attend daycare or preschool programs in which another language is used’ (Genesee, 2010: 1). These children are thus learning two or more languages sequentially, the first in their home setting, and the second by exposure in daycare or preschool settings. In this chapter we focus on the difficulties facing this population regarding vocabulary development, and the possibility of using shared book reading (SBR) as an intervention that can promote the learning of new words. We then present our study, which examined the use of both informational and narrative books in shared reading, and the impact that book genre has on multilingual children’s acquisition of target vocabulary in their home language through incidental exposure, as well as on the parent-child interaction surrounding the books. Lastly, we highlight the importance of including informational books in SBR repertoires in multilingual early childhood settings.
AB - Young children around the world often grow up in situations where they hear, speak and read multiple languages. In the United States alone, nearly one in three children lives in a home where a language other than English is spoken (Child Trends Databank, 2016). In this chapter, we refer to a specific subset of the multilingual population – those who are acquiring two or more languages in the preschool years. More specifically, these are children who ‘are exposed to and speak only one language at home during the first one or two years of life and then attend daycare or preschool programs in which another language is used’ (Genesee, 2010: 1). These children are thus learning two or more languages sequentially, the first in their home setting, and the second by exposure in daycare or preschool settings. In this chapter we focus on the difficulties facing this population regarding vocabulary development, and the possibility of using shared book reading (SBR) as an intervention that can promote the learning of new words. We then present our study, which examined the use of both informational and narrative books in shared reading, and the impact that book genre has on multilingual children’s acquisition of target vocabulary in their home language through incidental exposure, as well as on the parent-child interaction surrounding the books. Lastly, we highlight the importance of including informational books in SBR repertoires in multilingual early childhood settings.
UR - http://www.scopus.com/inward/record.url?scp=85109689797&partnerID=8YFLogxK
U2 - https://doi.org/10.21832/9781800410701-011
DO - https://doi.org/10.21832/9781800410701-011
M3 - فصل
SN - 9781800410688
SN - 9781800410695
T3 - New Perspectives on Language and Education
SP - 213
EP - 232
BT - Multilingual Literacy
A2 - Breuer, Esther Odilia
A2 - Lindgren, Eva
A2 - Stavans, Anat
A2 - Van Steendam, Elke
CY - Bristol, Blue Ridge Summit
ER -