31 SES 16 A, Cognitive and Socio-emotional Skills as Driving Motors of Dual Language Learning
Words are acquired in context and children’s vocabulary varies according to the environment in which they grow up. Children learn those words earlier that are present in their everyday life, especially at home (e.g., “ball”, “house” or “apple”). These words have a higher frequency and are more easily accessible than academic vocabulary like “envelope”, “addition” or “parallelogram”. In dual language learners, especially in children with a minority home language, the usual age of acquisition for words in the societal language might be reversed. While these children are confronted with academic vocabulary at the same time as their peers in school, the typically and technically easier terms from daily life are often communicated in the minority home language. Thus, age of acquisition and difficulty ranking of words in the societal language might be jumbled in dual language learners as a consequence of systematic differences in vocabulary exposure. We analyze these differences using normative data of a receptive vocabulary test (PPVT-4; German adaptation by A. Lenhard, Lenhard, Segerer & Suggate, 2015). The sample includes n = 2400 monolingual German children, n = 417 children with mixed home languages and n = 546 children with a home language other than German. The mean age of the sample was m = 10;5.The items were presented in ascending difficulty (according to pre-study results) with a maximum raw score of 228. Test items were drawn from 19 different domains, such as animals, toys, professions or tools and based on age specific entry and exit rules, children usually complete about 12 blocks with 12 items each. The raw item data were scaled with a 1 PL IRT model on the completed items, yielding high reliability for separating items and persons (both EAP and WLE reliability = .961). We modelled age of acquisition of the words as well as uniform and non-uniform differential item functioning depending on the participants’ language background. Preliminary results seem to confirm the assumption of different acquisition ages of academic and everyday words for monolingual and dual language learning subjects. We will discuss our findings with respect to diagnostic strategies, implications for research on dual language acquisition and didactics.
Lenhard, A., Lenhard, W., Segerer, R., and Suggate, S. (2015). Peabody Picture Vocabulary Test - Revision IV (German Adaption). Frankfurt: Pearson Assessment.
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.