Societal language and social skills in preschool dual language learners
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Author (Corporation)
Publication date
29.09.2025
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01A - Journal article
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Journal of Applied Developmental Psychology
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Volume
101
Issue / Number
Pages / Duration
101874
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Elsevier
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Abstract
This longitudinal study examined the relationship between societal language skills of dual language learners and two forms of social behavior: peer social engagement and aggressive behavior. The study comprised 160 preschool children aged three to six years, all spoke German as a societal language. A cross-lagged panel model was employed to analyze data collected at three time points: 18 months before kindergarten entry, at the beginning, and at the end of kindergarten. Results revealed high stability in societal language skills across these time points. Aggressive behavior also demonstrated high stability; however, it was not significantly associated with language skills at any time point. In contrast, social engagement with peers showed a relationship with language skills before kindergarten and remained stable after kindergarten entry. Notably, early societal language skills predicted social engagement at the beginning of kindergarten and were linked to societal language skills at the same measurement interval. The findings underscore the critical role of early societal language skills in promoting peer social engagement as children transition to formal schooling.
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ISBN
ISSN
1873-7900
0193-3973
0193-3973
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
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Peer review of the complete publication
Open access category
Closed
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Citation
Hasler, S., Schmerse, D., Zehentmayer, S., Jambreus, M., Trösch, L. M., & Grob, A. (2025). Societal language and social skills in preschool dual language learners. Journal of Applied Developmental Psychology, 101, 101874. https://doi.org/10.1016/j.appdev.2025.101874