Session Information
31 SES 11, Home Literacy Activities and (Academic) Language Skills as Predictors for the Educational Outcomes of Mono- and Multilinguals: A Longitudinal Perspective
Symposium
Contribution
This contribution presents evidence on the home literacy activities in mono- and multilingual families based on data from the LiMA Panel Study, which investigates the language development and language practices of children and young adolescents with a monolingual German as well as with a Russian, Turkish and Vietnamese language background (Klinger et al. 2015). The study was carried out in Hamburg in 2011/2012 and includes two data collection waves with a time lag of about one year. The study involves more than 500 persons of three age cohorts (6-, 11-, and 15-year olds). Data was collected in households both from the target subjects and their parents in the form of language tests, questionnaires, computer assisted personal interviews (CAPI) as well as a test for cognitive abilities. The present contribution uses questionnaire and CAPI-data from all three age groups and all four language groups to investigate the patterns of home literacy activities that children and adolescents carry out either by themselves or with their parents, including the use of media and verbal interactions between parents and their children. Specifically, the study identifies (1) differences in the patterns of home literacy activities across the three age cohorts, including the type of activities and the frequency with which different home literacy activities are carried out, (2) changes in these patterns over time and (3) differences in these frequencies and the patterns of change over time between mono- and multilinguals. The results suggest that the frequency with which different activities are carried out varies across age groups. Also, changes in the frequency with which different activities are carried out over time (from the first to the second data collection wave) can be observed within each age group. Further, the data points to differences in these patterns between monolingual Germans and children and adolescents with a different language background. Moreover, strong changes can be observed with respect to whether home literacy activities are carried out by children and adolescents themselves or together with their parents. As such, the study not only provides insight into the patterns of home literacy activities but also has important implications for the measurement of home literacy patterns in different age groups.
References
Klinger, T., Duarte, J., Gogolin, I., Schnoor, B., & Trebbels, M. (2015). Sprachentwicklung im Kontext von Mehrsprachigkeit - Hypothesen, Methoden, Forschungsperspektiven. i.E.: Wiesbaden: VS Verlag.
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