Pub Date : 2022-05-09DOI: 10.1177/01427237221094732
Serge Sagna, Virve Vihman, Dunstan Brown
Research on lesser studied languages is vital for the advancement of theories of language acquisition. We discuss two areas where data from Eegimaa have the potential to produce innovative research: (1) language typology, with an overview of the complex demonstratives found in this language, and (2) learning environment and input speech. Here, we show that Eegimaa children learn to speak in a polyadic environment, where they receive input from multiple caregivers, siblings and other members of their community.
{"title":"Acquisition of Eegimaa (Atlantic family, Niger-Congo) in a polyadic environment: A commentary on Kidd and Garcia (2022)","authors":"Serge Sagna, Virve Vihman, Dunstan Brown","doi":"10.1177/01427237221094732","DOIUrl":"https://doi.org/10.1177/01427237221094732","url":null,"abstract":"Research on lesser studied languages is vital for the advancement of theories of language acquisition. We discuss two areas where data from Eegimaa have the potential to produce innovative research: (1) language typology, with an overview of the complex demonstratives found in this language, and (2) learning environment and input speech. Here, we show that Eegimaa children learn to speak in a polyadic environment, where they receive input from multiple caregivers, siblings and other members of their community.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"809 - 813"},"PeriodicalIF":1.9,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42167802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-09DOI: 10.1177/01427237221096083
S. Arunachalam, K. Deen, Yi Ting Huang, J. Lidz, K. Miller, Mitsuhiko Ota, K. Szendrői
As members of the editorial team at Language Acquisition, we read Kidd and Garcia’s target article with enthusiasm. In our commentary, we outline some specific ideas for how journals can help to alleviate the issues raised by Kidd and Garcia, some of which are in progress or in place at Language Acquisition, and some of which we hope to undertake alongside other journals in the field. We focus on concrete steps, acknowledging that systemic changes, too, will be required to ensure that our science reflects the diversity of languages learned.
{"title":"Some concrete steps for journal editorial boards: A commentary on Kidd and Garcia (2022)","authors":"S. Arunachalam, K. Deen, Yi Ting Huang, J. Lidz, K. Miller, Mitsuhiko Ota, K. Szendrői","doi":"10.1177/01427237221096083","DOIUrl":"https://doi.org/10.1177/01427237221096083","url":null,"abstract":"As members of the editorial team at Language Acquisition, we read Kidd and Garcia’s target article with enthusiasm. In our commentary, we outline some specific ideas for how journals can help to alleviate the issues raised by Kidd and Garcia, some of which are in progress or in place at Language Acquisition, and some of which we hope to undertake alongside other journals in the field. We focus on concrete steps, acknowledging that systemic changes, too, will be required to ensure that our science reflects the diversity of languages learned.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"736 - 739"},"PeriodicalIF":1.9,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43858693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1177/01427237221094395
B. Hellwig
This commentary on Kidd and Garcia takes a language documentation perspective on diversifying language acquisition research. Following a brief summary of relevant research in Papuan languages, it sketches out current developments to extend into child language documentation. It is argued that these developments constitute a unique opportunity to engage with on-going discussions on best practice in order to ensure that the resulting documentations are of use to both fields: language documentation and language acquisition.
{"title":"A language documentation perspective: A commentary on Kidd and Garcia (2022)","authors":"B. Hellwig","doi":"10.1177/01427237221094395","DOIUrl":"https://doi.org/10.1177/01427237221094395","url":null,"abstract":"This commentary on Kidd and Garcia takes a language documentation perspective on diversifying language acquisition research. Following a brief summary of relevant research in Papuan languages, it sketches out current developments to extend into child language documentation. It is argued that these developments constitute a unique opportunity to engage with on-going discussions on best practice in order to ensure that the resulting documentations are of use to both fields: language documentation and language acquisition.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"770 - 773"},"PeriodicalIF":1.9,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44726006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1177/01427237221094738
A. Sultana
In this commentary, I refer to the issue of typological differences and how they impact the acquisition data by discussing findings from Bangla. Previous and ongoing studies of the acquisition of Bangla reveal that several claims regarding children’s linguistic trajectory, emerging from some of the well-studied languages, are not confirmed. I also argue that language acquisition research is not adequately supported in the Global South and propose a few ways to support research on under-studied languages.
{"title":"The missing majority in child language research: A commentary on Kidd and Garcia (2022)","authors":"A. Sultana","doi":"10.1177/01427237221094738","DOIUrl":"https://doi.org/10.1177/01427237221094738","url":null,"abstract":"In this commentary, I refer to the issue of typological differences and how they impact the acquisition data by discussing findings from Bangla. Previous and ongoing studies of the acquisition of Bangla reveal that several claims regarding children’s linguistic trajectory, emerging from some of the well-studied languages, are not confirmed. I also argue that language acquisition research is not adequately supported in the Global South and propose a few ways to support research on under-studied languages.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"823 - 826"},"PeriodicalIF":1.9,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49529282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.1177/01427237221094226
Ann Nordberg
There are important aspects to consider before adapting the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT) for improving teachers’ shared book reading strategies in different teaching contexts. To exemplify possible challenges when adapting the ELLECCT, this commentary uses the early childhood education context in Sweden.
{"title":"Potential of the ELLECCT in teachers’ professional development: A commentary on Weadman, Serry and Snow (2022)","authors":"Ann Nordberg","doi":"10.1177/01427237221094226","DOIUrl":"https://doi.org/10.1177/01427237221094226","url":null,"abstract":"There are important aspects to consider before adapting the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT) for improving teachers’ shared book reading strategies in different teaching contexts. To exemplify possible challenges when adapting the ELLECCT, this commentary uses the early childhood education context in Sweden.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"584 - 587"},"PeriodicalIF":1.9,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42432963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.1177/01427237221093850
Keeley L. Dobinson, J. Dockrell
Domain-specific observational tools that use valid and objectively measurable items are key to supporting improvement and developing understanding of practice in early years classrooms. The ‘Emergent Literacy and Language Early Childhood Checklist for Teachers’ (ELLECCT) aims to address a current gap in the tools that are available to capture behaviours which support language and literacy during book reading activities. We examine the ELLECCT’s utility as a single observational tool for both researchers and educators seeking to capture extratextual oral language and emergent literacy strategies during shared book reading.
{"title":"Examining the psychometric properties of the ELLECCT: A commentary on Weadman, Serry and Snow (2022)","authors":"Keeley L. Dobinson, J. Dockrell","doi":"10.1177/01427237221093850","DOIUrl":"https://doi.org/10.1177/01427237221093850","url":null,"abstract":"Domain-specific observational tools that use valid and objectively measurable items are key to supporting improvement and developing understanding of practice in early years classrooms. The ‘Emergent Literacy and Language Early Childhood Checklist for Teachers’ (ELLECCT) aims to address a current gap in the tools that are available to capture behaviours which support language and literacy during book reading activities. We examine the ELLECCT’s utility as a single observational tool for both researchers and educators seeking to capture extratextual oral language and emergent literacy strategies during shared book reading.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"592 - 595"},"PeriodicalIF":1.9,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48636159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-27DOI: 10.1177/01427237221091622
Nyberg, S., Rudner, M., Mattila, P., & Heimann, M. (2021). No evidence of an association between parental mind-mindedness at 9 months and language development at either 9 or 25 months in Swedish infants. First Language, 41(6), 760–778. https://doi.org/10.1177/01427237211035985
{"title":"Corrigendum to ‘No evidence of an association between parental mind-mindedness at 9 months and language development at either 9 or 25 months in Swedish infants’","authors":"","doi":"10.1177/01427237221091622","DOIUrl":"https://doi.org/10.1177/01427237221091622","url":null,"abstract":"Nyberg, S., Rudner, M., Mattila, P., & Heimann, M. (2021). No evidence of an association between parental mind-mindedness at 9 months and language development at either 9 or 25 months in Swedish infants. <i>First Language, 41</i>(6), 760–778. https://doi.org/10.1177/01427237211035985","PeriodicalId":47254,"journal":{"name":"First Language","volume":"72 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-12DOI: 10.1177/01427237221086473
V. Persici, Marika Morelli, M. Lavelli, E. Florit, L. Guerzoni, D. Cuda, Christine Yoshinaga-Itano, M. Majorano
The present study aimed to investigate the communicative characteristics of children with cochlear implants (CIs) and their mothers in interaction, whether and how they differ from those of mother–child dyads with normal hearing, and whether mother and child influence each other over the first year after implantation. Eighteen Italian-speaking children with CIs were assessed longitudinally across four time points, from before implantation (ages: 10–33 months) to 1 year after implantation. Two groups of normally-hearing children matched for age or lexical production level were used as comparison groups. The language used by mothers in semi-structured play sessions with their children was analyzed for use of specific techniques aimed at eliciting language in children with CIs (or Facilitating Language Techniques [FLTs]: questions, labeling, comments, parallel talk, reformulations, and directives); children’s language was analyzed for communicative functions (initiatives and adequate responses). Results showed delayed communicative development for children with CIs with respect to both control groups and different use of FLTs such as directives between mothers of children with or without normal hearing. Findings also highlighted an effect of the interlocutor’s communicative behavior for both children and mothers: In the group of children with CIs, children’s initiatives were hindered by a higher use of questions; mothers’ labeling was negatively affected by children’s responsivity. Findings may have important implications for language development support programs, families, and professionals.
{"title":"Bidirectional language influence in mother–child interaction and its effects on the communicative development of children with cochlear implants: A longitudinal study","authors":"V. Persici, Marika Morelli, M. Lavelli, E. Florit, L. Guerzoni, D. Cuda, Christine Yoshinaga-Itano, M. Majorano","doi":"10.1177/01427237221086473","DOIUrl":"https://doi.org/10.1177/01427237221086473","url":null,"abstract":"The present study aimed to investigate the communicative characteristics of children with cochlear implants (CIs) and their mothers in interaction, whether and how they differ from those of mother–child dyads with normal hearing, and whether mother and child influence each other over the first year after implantation. Eighteen Italian-speaking children with CIs were assessed longitudinally across four time points, from before implantation (ages: 10–33 months) to 1 year after implantation. Two groups of normally-hearing children matched for age or lexical production level were used as comparison groups. The language used by mothers in semi-structured play sessions with their children was analyzed for use of specific techniques aimed at eliciting language in children with CIs (or Facilitating Language Techniques [FLTs]: questions, labeling, comments, parallel talk, reformulations, and directives); children’s language was analyzed for communicative functions (initiatives and adequate responses). Results showed delayed communicative development for children with CIs with respect to both control groups and different use of FLTs such as directives between mothers of children with or without normal hearing. Findings also highlighted an effect of the interlocutor’s communicative behavior for both children and mothers: In the group of children with CIs, children’s initiatives were hindered by a higher use of questions; mothers’ labeling was negatively affected by children’s responsivity. Findings may have important implications for language development support programs, families, and professionals.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"499 - 522"},"PeriodicalIF":1.9,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46152249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-06DOI: 10.1177/01427237221090024
Leher Singh
Kidd and Garcia provide a critical analysis of linguistic representation in child language acquisition. Their findings expose a rich irony: a field of study for which diversity of experience is a basic assumption has remained non-diverse in its empirical and theoretical pursuits. In this commentary, I discuss deep-rooted structural factors that have contributed to Western dominance in child language acquisition research. Future progress relies on our ability to enhance the visibility of under-represented participants, researchers, and evaluators.
{"title":"From information to action: A commentary on Kidd and Garcia (2022)","authors":"Leher Singh","doi":"10.1177/01427237221090024","DOIUrl":"https://doi.org/10.1177/01427237221090024","url":null,"abstract":"Kidd and Garcia provide a critical analysis of linguistic representation in child language acquisition. Their findings expose a rich irony: a field of study for which diversity of experience is a basic assumption has remained non-diverse in its empirical and theoretical pursuits. In this commentary, I discuss deep-rooted structural factors that have contributed to Western dominance in child language acquisition research. Future progress relies on our ability to enhance the visibility of under-represented participants, researchers, and evaluators.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"814 - 817"},"PeriodicalIF":1.9,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45490435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-05DOI: 10.1177/01427237221089171
J. Paradis
This commentary focuses on what editors and reviewers could do to increase the publication of research on understudied languages. Specifically, I discuss three areas in which editors and reviewers could shift their perspectives and, in so doing, support the goal of increasing diversity in our field: (1) Rethinking the criteria for novelty of contribution, (2) Contextualizing sample sizes and methods and (3) Embracing multilingualism as typical development. Finally, I discuss issues around achieving equity in an English-dominant publishing world.
{"title":"What can journals do to increase the publication of research on the acquisition of understudied languages? A commentary on Kidd and Garcia (2022)","authors":"J. Paradis","doi":"10.1177/01427237221089171","DOIUrl":"https://doi.org/10.1177/01427237221089171","url":null,"abstract":"This commentary focuses on what editors and reviewers could do to increase the publication of research on understudied languages. Specifically, I discuss three areas in which editors and reviewers could shift their perspectives and, in so doing, support the goal of increasing diversity in our field: (1) Rethinking the criteria for novelty of contribution, (2) Contextualizing sample sizes and methods and (3) Embracing multilingualism as typical development. Finally, I discuss issues around achieving equity in an English-dominant publishing world.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"794 - 798"},"PeriodicalIF":1.9,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42021009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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