Long‐term interrelations between socio‐emotional and language competencies among preschool dual language learners in Germany
Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
12.12.2020
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
British Journal of Educational Psychology
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
91
Ausgabe / Nummer
2
Seiten / Dauer
735-754
Patentnummer
Verlag / Herausgebende Institution
Wiley
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Background: 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.
Schlagwörter
Dual language learners, Language development, Second language, Socio-emotional competencies
Fachgebiet (DDC)
370 - Erziehung, Schul- und Bildungswesen
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
0007-0998
2044-8279
2044-8279
Sprache
Deutsch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Lizenz
Zitation
ERTANIR, Beyhan, Jens KAISER‐KRATZMANN und Steffi SACHSE, 2020. Long‐term interrelations between socio‐emotional and language competencies among preschool dual language learners in Germany. British Journal of Educational Psychology. 12 Dezember 2020. Bd. 91, Nr. 2, S. 735–754. DOI 10.1111/bjep.12391. Verfügbar unter: https://doi.org/10.26041/fhnw-4863