Peer effects on early language development in dual language learners
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Authors
Author (Corporation)
Publication date
16.05.2021
Typ of student thesis
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Collections
Type
01A - Journal article
Editors
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Parent work
Child Development
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DOI of the original publication
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Series
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Volume
92
Issue / Number
5
Pages / Duration
2153-2169
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Publisher / Publishing institution
Wiley
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Abstract
The present study investigated the vocabulary development of children (N = 547) from linguistically and socioeconomically diverse classrooms in Germany from age 3 in preschool to age 7 in Grade 1. The results showed that for dual language learners (DLLs, n = 107) growth rates in their German majority language skills varied over classrooms. Compared to monolingual children, DLLs improved faster in classrooms with higher peer-level skills in the majority language than DLLs in classrooms with lower peer-level skills (controlling for SES and classroom quality). DLLs showed stronger growth dynamics than monolingual children during later preschool stages. The findings highlight the role of preschool peers in DLLs’ acquisition of the majority language before entering elementary school.
Keywords
peer effects, dual language learners, preschool, growth curve modeling
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ISBN
ISSN
0009-3920
1467-8624
1467-8624
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
Citation
Schmerse, D. (2021). Peer effects on early language development in dual language learners. Child Development, 92(5), 2153–2169. https://doi.org/10.1111/cdev.13588