Long‐term interrelations between socio‐emotional and language competencies among preschool dual language learners in Germany

dc.accessRightsAnonymous*
dc.contributor.authorErtanir, Beyhan
dc.contributor.authorKaiser‐Kratzmann, Jens
dc.contributor.authorSachse, Steffi
dc.date.accessioned2023-05-13T07:05:48Z
dc.date.available2023-05-13T07:05:48Z
dc.date.issued2020-12-12
dc.description.abstractBackground: Recent research has shown that socio-emotional and language competencies are positively associated with each other. However, few studies have explored these associations for the second language competencies (L2) of young dual language learners (DLLs). Aims: This longitudinal study investigated possible bidirectional associations between L2 language (expressive and receptive vocabulary) and socio-emotional competencies among preschool DLLs. Sample: The participants were 216 German DLLs (MT1 = 52.67 months; SD = 9.54; 53% girls) who were recruited from 19 preschools. Method: L2 skills were assessed at three time points over the course of one year using standardized tests for expressive and receptive vocabulary. Children's teachers rated their socio-emotional strengths and behaviour concerns. Cross-lagged panel analyses were used to examine the temporal interplay and longitudinal directionality of effects controlling for children's age, sex, type of language acquisition (sequential vs. simultaneous), and socio-economic status. Results: Vocabulary skills and socio-emotional skills were positively correlated with one another at each time point, such that children with better language proficiency were rated by their teachers as children with higher levels of socio-emotional competence. Moreover, our results provided support for an effect of early socio-emotional skills (T1) on the relative increase in L2 vocabulary skills (T2 & T3), particularly for expressive vocabulary. However, our results did not demonstrate a statistically significant effect of better L2 language skills on the relative change in socio-emotional competencies. Conclusion: Our results suggest unidirectional longitudinal relations between the socio-emotional and L2 skills, signifying the role of socio-emotional skills for the vocabulary development of DLLs.en_US
dc.identifier.doi10.1111/bjep.12391
dc.identifier.issn0007-0998
dc.identifier.issn2044-8279
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/34943
dc.identifier.urihttps://doi.org/10.26041/fhnw-4863
dc.issue2en_US
dc.language.isodeen_US
dc.publisherWileyen_US
dc.relation.ispartofBritish Journal of Educational Psychologyen_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.subjectDual language learnersen_US
dc.subjectLanguage developmenten_US
dc.subjectSecond languageen_US
dc.subjectSocio-emotional competenciesen_US
dc.subject.ddc370 - Erziehung, Schul- und Bildungswesenen_US
dc.titleLong‐term interrelations between socio‐emotional and language competencies among preschool dual language learners in Germanyen_US
dc.type01A - Beitrag in wissenschaftlicher Zeitschrift*
dc.volume91en_US
dspace.entity.typePublication
fhnw.InventedHereYesen_US
fhnw.IsStudentsWorknoen_US
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publicationen_US
fhnw.affiliation.hochschulePädagogische Hochschule FHNWde_CH
fhnw.affiliation.institutInstitut Forschung und Entwicklungde_CH
fhnw.pagination735-754en_US
fhnw.publicationStatePublisheden_US
relation.isAuthorOfPublicationa84a7a39-3b24-4e1e-b9a0-cfc53f0e5da3
relation.isAuthorOfPublication.latestForDiscoverya84a7a39-3b24-4e1e-b9a0-cfc53f0e5da3
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