scholarly journals The Importance of Language-Learning Environments to Child Language Outcomes

PEDIATRICS ◽  
2019 ◽  
Vol 144 (4) ◽  
pp. e20192157 ◽  
Author(s):  
Heidi M. Feldman
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Child Language ◽  
Language Outcomes

Change in maternal speech rate to preverbal infants over the first two years of life

2020 ◽  
Vol 47 (6) ◽  
pp. 1263-1275 ◽  
Author(s):  
Daniele RANERI ◽  
Katie VON HOLZEN ◽  
Rochelle NEWMAN ◽  
Nan BERNSTEIN RATNER
Keyword(s):  
Language Learning ◽  
Child Language ◽  
Speech Rate ◽  
Vocabulary Knowledge ◽  
Language Outcomes ◽  
Time Periods ◽  
Children First ◽  
Maternal Speech ◽  
Preverbal Infants ◽  
Low Rate

AbstractAims: Although IDS is typically described as slower than adult-directed speech (ADS), potential impacts of slower speech on language development have not been examined. We explored whether IDS speech rates in 42 mother–infant dyads at four time periods predicted children's language outcomes at two years. Method: We correlated IDS speech rate with child language outcomes at two years, and contrasted outcomes in dyads displaying high/low rate profiles. Outcomes: Slower IDS rate at 7 months significantly correlated with vocabulary knowledge at two years. Slowed IDS may benefit child language learning even before children first speak.

scholarly journals Introduction: special issue on age effects in child language acquisition

2016 ◽  
Vol 43 (3) ◽  
pp. 473-478 ◽  
Author(s):  
ELMA BLOM ◽  
JOHANNE PARADIS
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Child Language ◽  
First Language ◽  
Age Of Acquisition ◽  
Language Outcomes ◽  
Special Issue ◽  
L2 Acquisition ◽  
Child Language Acquisition ◽  
L1 And L2

While age of acquisition effects have been researched extensively in adult second language (L2) acquisition, there is less research focused on examining age of acquisition effects in child language learners. Importantly, for child learners, delays in exposure to language can occur not only for a second but also for a first language (L1). In regard to delays in exposure, it is a widespread assumption that these are detrimental to language outcomes, and that younger is always better for successful language learning. One of the aims of this special issue was to take a closer look at the evidence for this assumption with respect to language learning within the childhood years, both for delayed L1 and L2 exposure.

Language Learning Environments

2021 ◽  
Author(s):  
Phil Benson
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Second Language Learning ◽  
Do So

This book is the first in-depth examination of the application of theories of space to issues of second language learning. The author outlines a new conceptual framework for researching SLA that centres on the idea of 'language learning environments' and demonstrates that where people learn languages is equally as important as how they do so.

English and Arabic Language Learning Environments

2020 ◽  
pp. 178-204
Author(s):  
Noraisikin Sabani ◽  
Anita Jimmie ◽  
Hanin Naziha Hasnor
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
English Language ◽  
Arabic Language ◽  
Template Analysis ◽  
Arabic And English ◽  
Perceived Experiences ◽  
Depth Interviews

The learning environment is defined as “external stimulants” that is exposed or reinforced in learners as a means to challenge their learning experiences. These reinforcements may include physical settings, teaching and learning endeavours, and even cultural and social determiners. This empirical study focuses on the perceived experiences that undergraduates from Brunei, Malaysia, and Indonesia experienced in their Arabic and English language learning environments. This qualitative study employed in-depth interviews with 60 informants that were selected through criterion sampling, snowballing technique. The analysis utilised template analysis. Emerging themes were compared and contrasted, to find similarities and differences. This chapter does not aim to seek the superiority of one learning environment over another but to appreciate the diversity and concord of these institutions. The findings illustrated overlapping, differentiated themes, which included the abovementioned.

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