Other Information:
I am a Professor at the University of Oslo. Faculty Profile
I am the founder of Reading Ways, a full-service consultancy that provides the tools and expertise schools need to bring MTSS to scale. Reading Ways brings strong research-based and effective professional learning to every content area classroom. Learn more at www.readingways.org.
Rydland, V., Grøver, V., & Lawrence, J. F. (2014). The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: The role of preschool talk exposure, maternal education, and co-ethnic concentration in the neighborhood.Journal of Child Language, 41(2), 352–381. http://doi.org/10.1017/S0305000912000712
摘要：鲜有研究探讨幼儿园如何支持儿童的第二语言（L2）词汇的发展。这项研究密切关注了从学前班（五年级）到五年级（十岁）在挪威长大的二十六名土耳其移民儿童的发展情况。采用有关学前阶段谈话机会的四种测量指标（教师组织集体的谈话活动的数量与类型、同伴谈话的数量与类型）和涉及母亲教育背景和社区民族集中程度的人口学变量预测儿童的L2词汇发展轨迹。发展轨迹分析的结果显示，母亲教育是预测儿童在小学阶段的词汇量增长的唯一变量。然而，由教师主导的谈话、同伴谈话和社区环境可以预测儿童5岁时的L2词汇水平，这些差异将持续到儿童10岁。这项研究强调了学前阶段的谈话（教师主导的谈话和同伴谈话）和人口学变量对二语学习者词汇发展的重要性。
链接: http://doi.org/10.1007/s11145-011-9305-z
相关文献: Lawrence, J. F. (2012). English vocabulary trajectories of students whose parents speak a language other than English: Steep trajectories and sharp summer setback. Reading and Writing, 25(5), 1113–1141. http://doi.org/10.1007/s11145-011-9305-z
