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Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm
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In: Münster ; New York : Waxmann 2021, 265 S. - (Alphabetisierung und Grundbildung; 14) (2021)
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Value and Quality in the Dialectics between Human and Urban Capital of the City Networks on the Land District Scale
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In: Land; Volume 11; Issue 1; Pages: 34 (2021)
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Characterizing lexicalization and self-monitoring processes in bilingual speech production
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In: ISSN: 0911-6044 ; Journal of Neurolinguistics ; https://hal.archives-ouvertes.fr/hal-02913144 ; Journal of Neurolinguistics, Elsevier, 2020, 56, pp.100934. ⟨10.1016/j.jneuroling.2020.100934⟩ (2020)
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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Association of proximal elements of social disadvantage with children's language development at 2 years: an analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort.
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In: eissn: 1460-6984 (2018)
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Association of proximal elements of social disadvantage with children's language development at 2 years: An analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort
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Abstract:
This is the peer reviewed version of the following article: Law, J., Clegg, J., Rush, R., Roulstone, S. & Peters, T. J. (2018) Association of proximal elements of social disadvantage with children's language development at 2 years: An analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort. International Journal of Language & Communication Disorders, which has been published in final form at https://doi.org/10.1111/1460-6984.12442. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. ; Background: An association between social disadvantage and early language development is commonly reported in the literature, but less attention has been paid to the way that different aspects of social disadvantage affect both expressive and receptive language in the first 2 years of life. Aims: To examine the contributions of gender, parental report of early language skills and proximal social variables (the amount of stimulation in the home, the resources available to the child and the attitudes/emotional status of the primary carer and the support available to him/her) controlling for distal social variables (family income and maternal education) to children's expressive and receptive language development at 2 years in a community ascertained population cohort. Methods & Procedures: Data from 1314 children in the Children in Focus (CiF) sample from the Avon Longitudinal Study of Parents and Children (ALSPAC) were analyzed. Multivariable regression models identified the contribution of proximal (what parents do with their children) measures of social disadvantage adjusting for more distal (e.g., family income and material wealth) measures as well as early language development at 15 months to the development of verbal comprehension, expressive vocabulary and expressive grammar (word combinations) at 2 years of age. Outcome & Results: In the final multivariable models gender, earlier language and proximal social factors, co‐varying for distal factors predicted 36% of the variance for expressive vocabulary, 22% for receptive language and 27% for word combinations at 2 years. Language development at 15 months remained a significant predictor of outcomes at 24 months. Environmental factors were associated with both expressive scales but the picture was rather more mixed for receptive language suggesting that there may be different mechanisms underlying the different processes. Conclusions & Implications: This study supports the argument that social advantage makes a strong contribution to children's language development in the early years. The results suggest that what parents/carers do with their children is critical even when structural aspects of social disadvantage such as family income and housing have been taken into consideration although this relationship varies for different aspects of language. This has the potential to inform the targeting of public health interventions focusing on early language and pre‐literacy skills on the one hand and home learning environments on the other and, potentially, the two in combination. ; 54 ; pub ; pub ; 3
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Keyword:
Avon Longitudinal Study of Parents and Children (ALSPAC); Expressive Language; Language Comprehension; Parents; Social Disadvantage
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URL: https://doi.org/10.1111/1460-6984.12442
https://eresearch.qmu.ac.uk/handle/20.500.12289/9180
https://eresearch.qmu.ac.uk/bitstream/handle/20.500.12289/9180/9180aam.pdf
https://hdl.handle.net/20.500.12289/9180/9180aam.pdf
https://hdl.handle.net/20.500.12289/9180
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Enhancing the early home learning environment through a brief group parenting intervention: study protocol for a cluster randomised controlled trial
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Schulsozialarbeit und soziale Disparität. Potenziale und Implikationen aus bildungswissenschaftlicher Perspektive, diskutiert am Beispiel des saarländischen Landesprogramms „Schoolworker“ ...
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Schulsozialarbeit und soziale Disparität. Potenziale und Implikationen aus bildungswissenschaftlicher Perspektive, diskutiert am Beispiel des saarländischen Landesprogramms „Schoolworker“
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In: 2016, 75 S. (2016)
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The risks and rewards of teaching with humour in Western Sydney: Adapting pedagogy to complex demographics
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In: EuroAmerican Journal of Applied Linguistics and Languages, Vol 3, Iss 2, Pp 22-41 (2016) (2016)
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Expressive and receptive language skills in preschool children from a socially disadvantaged area
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A disadvantage in bilingual sentence production modulated bysyntactic frequency and similarity across languages
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In: ISSN: 0010-0277 ; EISSN: 1873-7838 ; Cognition ; https://hal.archives-ouvertes.fr/hal-01486705 ; Cognition, Elsevier, 2013, 129, pp.256-263. ⟨10.1016/j.cognition.2013.07.008⟩ (2013)
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Is retrieval-induced forgetting behind the bilingual disadvantage in speech production?
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In: ISSN: 1366-7289 ; EISSN: 1469-1841 ; Bilingualism: Language and Cognition ; https://hal.archives-ouvertes.fr/hal-01489703 ; Bilingualism: Language and Cognition, Cambridge University Press (CUP), 2012, 15 (2), pp.365-377. ⟨10.1017/S1366728911000034⟩ (2012)
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| 14 |
Inci Dirim / Paul Mecheril (Hrsg.): Migration und Bildung. Soziologische und erziehungswissenschaftliche Schlaglichter. Münster u.a.: Waxmann 2009 (292 S.) [.] [Sammelrezension]
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In: Erziehungswissenschaftliche Revue (EWR) 9 (2010) 5 (2010)
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Jörg Ramseger / Matthea Wagener (Hrsg.): Chancenungleichheit in der Grundschule. Ursachen und Wege aus der Krise (Jahrbuch Grundschulforschung, Band 12). Wiesbaden: VS Verlag 2008 (306 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 8 (2009) 1 (2009)
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Einführung: Ethnische Vielfalt und Mehrsprachigkeit an Schulen
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In: Dirim, Inci [Hrsg.]; Hauenschild, Katrin [Hrsg.]; Lütje-Klose, Birgit [Hrsg.]; Löser, Jessica M. [Hrsg.]; Sievers, Isabel [Hrsg.]: Ethnische Vielfalt und Mehrsprachigkeit an Schulen. Beispiele aus verschiedenen nationalen Kontexten. Frankfurt am Main : Brandes & Apsel 2008, S. 9-21 (2008)
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Einführung: Ethnische Vielfalt und Mehrsprachigkeit an Schulen ...
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Pedagogy or Ideological Struggle? An Examination of Pupils’ and Teachers’ Expectations for Talk in the Classroom
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