TY - JOUR
T1 - Preschool children’s language use in nursery and at home
T2 - an investigation of young children’s bilingual development
AU - Gelir, Iskender
N1 - Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020/10/1
Y1 - 2020/10/1
N2 - This paper explores preschool children’s (aged 5:6) language development in nursery and at home. The study examines how children learn a new language in nursery and practise their learning at home. The data in this study is drawn from a long ethnographic research, which included two stages of data collection. I used participant observation, audio and video recorders to collect data. I conducted participant observations in nursery and at home. I also gave the family of the key participants a video recorder to record the children’s interactions at home. This study draws on sociocultural perspectives to examine children’s language learning. In majority contexts young children learn a new language when they start nursery/school. It is more likely that these children take their learning from school to home if their home language is not used in the school. The findings of this study show that the teacher scaffolds young children’s new language learning by attaching different values to languages in classroom activities. It also indicates that the children practise their learning with collaboration from cousins and parents at home.
AB - This paper explores preschool children’s (aged 5:6) language development in nursery and at home. The study examines how children learn a new language in nursery and practise their learning at home. The data in this study is drawn from a long ethnographic research, which included two stages of data collection. I used participant observation, audio and video recorders to collect data. I conducted participant observations in nursery and at home. I also gave the family of the key participants a video recorder to record the children’s interactions at home. This study draws on sociocultural perspectives to examine children’s language learning. In majority contexts young children learn a new language when they start nursery/school. It is more likely that these children take their learning from school to home if their home language is not used in the school. The findings of this study show that the teacher scaffolds young children’s new language learning by attaching different values to languages in classroom activities. It also indicates that the children practise their learning with collaboration from cousins and parents at home.
KW - bilingual development
KW - language learning in nursery
KW - language practices at home
KW - Preschool children
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U2 - 10.1080/01434632.2020.1826495
DO - 10.1080/01434632.2020.1826495
M3 - Article
AN - SCOPUS:85091847465
SN - 0143-4632
VL - 44
SP - 388
EP - 397
JO - Journal of Multilingual and Multicultural Development
JF - Journal of Multilingual and Multicultural Development
IS - 5
ER -