31 SES 16 A, Cognitive and Socio-emotional Skills as Driving Motors of Dual Language Learning
Gestures are key components of human language, and act as precursors of development in linguistic domains such as lexical (Rowe et al., 2008) and syntactic skills (Ramos-Cabo, et al., 2019). Dual language learners use gestures more often than single language learners for communication in everyday life (Nicoladis et al., 2009), suggesting that gestures could be even more important predictors of multilingual language development. However, so far, research on the links between gesture and linguistic skills has focused on gesture use the early stages of monolingual acquisition. However, dual language learning children often only gain significant exposure to the societal language during the preschool years, and little is known about the roles gestures (in particular, gesture comprehension), play at such later stages of development. The aim of this paper is to compare gesture recognition and its relation with other language skills in single and dual language learners. Given the importance of gestures in multilingual situations (Nicoladis et al., 2009), we expect better gesture recognition skills in dual language learners compared to single language learners, and also stronger associations with lexical and syntactical language skills. For dual language learners, we also hypothesize that gestures correlate more strongly with language skills in their stronger, dominant language. 103 single and 89 dual language learning preschoolers (Age: M(SD) = 50.02(7.61) months) who speak German or French and, for dual language learners, Italian or Turkish participated in a computer-based language game in Switzerland and Germany. In a language-fair gesture recognition task (adapted from Marentette & Nicoladis, 2011), they watched 18 videos of actors performing non-verbal conventional and non-conventional gestures (e.g. eating, walking the dog). After each video, they chose the pictures of object that was related to the action in the video (e.g. dish) among three distractors (e.g. scissors, trousers, book). Children’s language skills were assessed via three tasks per language, testing productive vocabulary, receptive vocabulary and sentence comprehension. The hypotheses were examined using two (multiple-group) structural equation models using age, sex, non-verbal IQ and maternal education as covariates. Preliminary results do not show higher gesture recognition skills in dual language learners. However, as hypothesized, gesture recognition skills seem to be more strongly related to language skills for dual than for single language learners, and more strongly in the dominant than in the non-dominant language. Our results confirm the great relevance of gesture recognition within language development and underlines its unique relevance for dual language learning.
Marentette, P., & Nicoladis, E. (2011). Preschoolers’ interpretations of gesture: Label or action associate? Cognition, 121(3), 386–399. Nicoladis, Elena, Simone Pika, & Paula Marentette (2009). Do French-English bilingual children gesture more than monolingual children? Journal of Psycholinguistic Research, 38, 573–585. Ramos-Cabo, S., Vulchanov, V. et Vulchanova, M. (2019). Gesture and Language Trajectories in Early Development: An Overview From the Autism Spectrum Disorder Perspective. Frontiers in Psychology, 10. Rowe, Meredith & Ozcaliskan, Seyda & Goldin-Meadow, Susan. (2008). Learning words by hand: Gesture's role in predicting vocabulary development. First language, 28. 182-199.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.