More than words – how second language learners initiate and respond during shared picture book reading interactions

References

• Aalberse, S., & Muysken, P. (2019). Bilingualism and language contact. In A. De Houwer, & L. Ortega (Eds.), The Cambridge handbook of bilingualism (pp. 524–543). Cambridge: Cambridge University Press.
   Google Scholar
• Akhtar, N., & Tomasello, M. (2000). The social nature of words and word learning. In R. M. Golinkoff, & K. Hirsh-Pasek (Eds.), Becoming a word learner: A debate on lexical acquisition (pp. 115–135). New York: Oxford University Press.
   Google Scholar
• Ambridge, B., & Lieven, E. V. M. (2011). Child language acquisition: Contrasting theoretical approaches. Cambridge: Cambridge University Press.
   Google Scholar
• Autorengruppe Bildungsberichterstattung. (2020). ‘Bildung in Deutschland: Ein indikatorengestützter Bericht mit einer Analyse zu Bildung in einer digitalisierten Welt’. wbv Media. Retrieved October 1, 2021, from https://www.bildungsbericht.de/de/bildungsberichte-seit-2006/bildungsbericht-2020/pdf-dateien-2020/bildungsbericht-2020-barrierefrei.pdf
   Google Scholar
• Beckerle, C. (2020). Sprachförderliche Interaktionsgestaltung von pädagogischen Fachkräften mit Kindern mit Migrations-/Fluchthintergrund am Anfang des Deutscherwerbs: Der Einsatz spezifischer Sprachfördertechniken in dyadischen Bilderbuchbetrachtungen. In D. Weltzien, H. Wadepohl, I. Nentwig-Gesemann, & M. Alemzadeh (Eds.), Forschung in der Frühpädagogik: Vol. 13. Frühpädagogischen Alltag gestalten und erleben (pp. 115–144). Freiburg: FEL.
   Google Scholar
• Björk-Willén, P. (2007). Participation in multilingual preschool play: Shadowing and crossing as interactional resources. Journal of Pragmatics, 39(12), 2133–2158.
   Web of Science ®Google Scholar
• Bodrova, E., & Leong, D. J. (2012). Tools of the mind. The Vygotskian approach to early childhood education (2nd ed.). Upper Saddle River: Pearson Education.
   Google Scholar
• Brennan, R. L., & Prediger, D. J. (1981). Coefficient kappa: Some uses, misuses, and alternatives. Educational and Psychological Measurement, 42(3), 687–699. doi:10.1177/001316448104100307
   Google Scholar
• Bruner, J. S. (1983). Child’s talk: Learning to use language. Oxford: W. W. Norton & Company.
   Google Scholar
• Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher-child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30, 80–92. doi:10.1016/j.ecresq.2014.09.004
   Web of Science ®Google Scholar
• Calvo, A., & Bialystok, E. (2014). Independent effect of bilingualism and socioeconomic status on language ability and executive functioning. Cognition, 130(3), 278–288.
   PubMed Web of Science ®Google Scholar
• Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. doi:10.1037/0033-2909.112.1.155
   PubMed Web of Science ®Google Scholar
• De Houwer, A. (2021). Bilingual development in childhood: Elements in child development. Cambridge: Cambridge University Press.
   Google Scholar
• De Stefani, E. (2021). Embodied responses to questions-in-progress: Silent nods as affirmative answers. Discourse Processes, 58(4), 353–371. doi:10.1080/0163853X.2020.1836916
   Web of Science ®Google Scholar
• Dominguez, S., & Trawick-Smith, J. (2018). A qualitative study of the play of dual language learners in an English-speaking preschool. Early Childhood Education Journal, 46, 577–586. doi:10.1007/s10643-018-0889-7
   Web of Science ®Google Scholar
• Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J. (2019). Shared picture book reading interventions for child language development: A systematic review and meta-analysis. Child Development, 91(2), e383–e399. doi:10.1111/cdev.13225
   PubMed Web of Science ®Google Scholar
• Egert, F., Quehenberger, J., Dederer, V., & Wirts, C. (2018). Kindliche Initiative als Qualitätsindikator bei sprachlichen Bildungsaktivitäten. Ergebnisse einer empirischen Untersuchung. Diskurs Kindheits- und Jugendforschung, 4, 489–494. doi:10.3224/diskurs.v13i4.09
   Google Scholar
• Flewitt, R. (2013). Multimodal perspectives on early childhood literacies. In J. Larson, & J. Marsh (Eds.), The SAGE handbook of early childhood literacy (pp. 2–13). London: Sage Publications Ltd. doi:10.4135/9781446247518.n17.
   Google Scholar
• Gámez, P. B., González, D., & Urbin, L. M. (2016). Shared book reading and English learner’s narrative production and comprehension. Reading Research Quarterly, 52(3), 275–290. doi:10.1002/rrq.174
   Web of Science ®Google Scholar
• Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children’s language. American Journal of Speech-Language Pathology, 12(3), 299–311. doi:10.1044/1058-0360(2003/076
   PubMed Web of Science ®Google Scholar
• Goldin-Meadow, S. (1999). The role of gesture in communication and thinking. Trends in Cognitive Sciences, 11(3), 419–429. doi:10.1016/S1364-6613(99)01397-2
   Google Scholar
• Goldin-Meadow, S. (2015). From gesture to word. In E. L. Bavin (Ed.), The cambridge handbook of child language (2nd ed.) (pp. 183–204). Cambridge: Cambridge University Press.
   Google Scholar
• Grech, H., & McLeod, S. (2012). Multilingual speech and language development and disorders. In D. E. Battle (Ed.), Communication disorders in multicultural and international populations (4th ed.) (pp. 119–147). St. Louis: Elsevier.
   Google Scholar
• Grimminger, A., Rohlfing, K. J., Lüke, C., Liszkowski, U., & Ritterfeld, U. (2020). Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction. Journal of Child Language, 47(2), 418–434. doi:10.1017/S0305000919000710
   PubMed Web of Science ®Google Scholar
• Grosjean, F. (2010). Bilingual life and reality. Cambridge: Harvard University Press.
   Google Scholar
• Harr, A.-K., Liedke, M., & Riehl, C. M. (2018). Deutsch als Zweitsprache. Migration, Spracherwerb, Unterricht. Stuttgart: J. B. Metzler Verlag.
   Google Scholar
• Heritage, J., & Sorjonen, M.-L. (2018). Introduction: Analyzing turn-initial particles. In J. Heritage, & M.-L. Sorjonen (Eds.), Between turn and sequence: Turn-initial particles across languages (pp. 1–22). Amsterdam: John Benjamins.
   Google Scholar
• Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16(5), 367–371. doi:10.1111/j.0956-7976.2005.01542.x
   PubMed Web of Science ®Google Scholar
• Justice, L. M., Mashburn, A., Pence, K. L., & Wiggins, A. (2008). Experimental evaluation of a preschool language curriculum: Influence on children’s expressive language skills. Journal of Speech, Language, and Hearing Research, 51(4), 983–1001. doi:10.1044/1092-4388(2008/072)
   PubMed Web of Science ®Google Scholar
• Kaderavek, J. N., & Pakulski, L. A. (2007). Mother-child story book interactions: Literacy orientation of pre-schoolers with hearing impairment. Journal of Early Childhood Literacy, 7(1), 49–72.
   Google Scholar
• Kannengieser, S., & Tovote, K. (2014). Frühe alltagsintegrierte Sprachförderung – die Fachperson-Kind-Interaktion unter der Lupe. In S. Sallat, M. Spreer, & C. W. Glück (Eds.), Sprache professionell fördern (pp. 296–302). Idstein: Schulz-Kirchner Verlag.
   Google Scholar
• Karpov, Y. V., & Haywood, H. C. (1998). Two ways to elaborate Vygotsky's concept of mediation. American Psychologist, 53(1), 27–36.
   Web of Science ®Google Scholar
• Kendon, A. (2004). Gesture: Visible action as utterance. Cambridge: Cambridge University Press.
   Google Scholar
• Kuckartz, U. (2010). Einführung in die computergestützte analyse qualitativer daten (3rd ed.). Wiesbaden: VS Verlag für Sozialwissenschaften.
   Google Scholar
• Lengyel, D. (2012). Unterrichtsinteraktion in sprachlich heterogenen Klassen. In S. Fürstenau (Ed.), Interkulturelle Pädagogik und Sprachliche Bildung: Herausforderungen für die Lehrerbildung (pp. 143–161). Wiesbaden: Springer.
   Google Scholar
• Limia, V., Özçalışkan, Ş, & Hoff, E. (2019). Do parents provide a helping hand to vocabulary development in bilingual children? Journal of Child Language, 46(3), 501–521. doi:10.1017/S0305000918000594
   PubMed Web of Science ®Google Scholar
• Loban, W. (1976). Language development: Kindergarten through grade twelve. Urbana, IL: National Council of Teachers of English.
   Google Scholar
• MacWhinney, B. (2021). The CHILDES project. Tools for analyzing talk. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Massumi, M., von Dewitz, N., Greißbach, J., Terhart, H., Wagner, K., Hippmann, K., & Altinay, L. (2015). Neu zugewanderte Kinder und Jugendliche im deutschen Schulsystem: Bestandsaufnahme und Empfehlungen. Mercator Institut für Sprachförderung und Deutsch als Zweitsprache. Retrieved October 1, 2021, from https://www.mercator-institut-sprachfoerderung.de/fileadmin/Redaktion/PDF/Publikationen/MI_ZfL_Studie_Zugewanderte_im_deutschen_Schulsystem_final_screen.pdf
   Google Scholar
• McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: University of Chicago.
   Google Scholar
• Mehlem, U., & Erdogan, E. (2020a). Kategoriensystem zur Kodierung der interaktiven Einbettung sprachlicher Beiträge von Kindern in schulischen und vorschulischen Sprachförderaktivitäten. In K. Mackowiak, C. Beckerle, S. Gentrup, & C. Titz (Eds.), Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher bildung (pp. 121–140). Bad Heilbrunn: Verlag Julius Klinkhardt.
   Google Scholar
• Mehlem, U., & Erdogan, E. (2020b). Codebuch für die Erfassung der Einbettung und der syntaktischen Struktur sprachlicher Beiträge von Kindern in Sprachförderaktivitäten. Online-material zur Vertiefung. In K. Mackowiak, C. Beckerle, S. Gentrup, & C. Titz (Eds.), Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung (online-anhang) (pp. 1–13). Bad Heilbrunn: Verlag Julius Klinkhardt.
   Google Scholar
• Meinard, M. E. M. (2014). Distinguishing onomatopoeias from interjections. Journal of Pragmatics, 76(2015), 150–168.
   Google Scholar
• Motamedi, Y., Murgiano, M., Perniss, P., Wonnacott, E., Marshall, C., Goldin-Meadow, S., & Vigliocco, G. (2020). Linking language to sensory experience: Onomatopoeia in early language development. Developmental Science, 24(3), e13066. doi:10.1111/desc.13066
   PubMed Web of Science ®Google Scholar
• Noble, C. H., Cameron-Faulkner, T., & Lieven, E. (2018). Keeping it simple: The grammatical properties of shared book reading. Journal of Child Language, 45(3), 753–766. doi:10.1017/s0305000917000447
   PubMed Web of Science ®Google Scholar
• Ohta, A. S. (2013). Sociocultural theory and the zone of proximal development. In J. Herschensohn, & M. Young-Scholten (Eds.), The cambridge handbook of second language acquisition (pp. 648–669). Cambridge: Cambridge University Press.
   Google Scholar
• Özçalışkan, Ş, & Goldin-Meadow, S. (2005). Gesture is at the cutting edge of early language development. Cognition, 96(3), B101–B113. doi:10.1016/j.cognition.2005.01.001
   PubMed Web of Science ®Google Scholar
• Papandreou, M., & Yiallours, S. (2018). Highlighting the features of whole-class interactions in a participatory early childhood environment. Early Child Development and Care, 461–477. doi:10.1080/03004430.2018.1479402
   Web of Science ®Google Scholar
• Pentimonti, J. M., & Justice, L. M. (2010). Teachers’ use of scaffolding strategies during read alouds in the preschool classroom. Early Childhood Education, 37(4), 241–248. doi:10.1007/s10643-009-0348-6
   Google Scholar
• Rädiker, S., & Kuckartz, U. (2019). Analyse qualitativer Daten mit MAXQDA: Text, audio und video. Wiesbaden: Springer.
   Google Scholar
• Reese, E. (2015). What good is a picturebook? Developing children’s oral language and literacy through shared picturebook reading. In B. Kümmerling-Meibauer, J. Meibauer, K. Nachtigäller, & K. J. Rohlfing (Eds.), Learning from picturebooks. Perspectives from child development and literacy studies (pp. 194–208). London: Routledge.
   Google Scholar
• Rezzonico, S., Hipfner-Boucher, K., Milburn, T., Weitzman, E., Greenberg, J., Pelletier, J., & Girolametto, L. (2015). Improving preschool educators’ interactive shared reading: Effects of coaching in professional development. American Journal of Speech and Language Pathology, 24, 717–732.
   PubMed Web of Science ®Google Scholar
• Rohlfing, K. J. (2019a). Learning language from the use of gestures. In J. S. Horst, & J. von Koss Torkildsen (Eds.), International handbook of language acquisition (pp. 213–233). London: Routledge.
   Google Scholar
• Rohlfing, K. J. (2019b). Frühe sprachentwicklung. Tübingen: Narr Francke Attempto.
   Google Scholar
• Rohlfing, K. J., Grimminger, A., & Nachtigäller, K. (2015). Gesturing in joint bookreading. In B. Kümmerling-Meibauer, J. Meibauer, K. Nachtigäller, & K. J. Rohlfing (Eds.), Learning from picturebooks. Perspectives from child development and literacy studies (pp. 99–116). London: Routledge.
   Google Scholar
• Rothstein, B. (2018). Syntax – die analyse des satzes und seiner bestandteile. In S. Dipper, R. Klabunde, & W. Mihatsch (Eds.), Linguistik: Eine Einführung (nicht nur) für Germanisten, Romanisten und Anglisten (pp. 71–86). Berlin: Springer.
   Google Scholar
• Rowe, M. L., Özçalışkan, Ş, & Goldin-Meadow, S. (2008). Learning words by hand: Gesture’s role in predicting vocabulary development. First Language, 28(2), 182–199. doi:10.1177/0142723707088310
   PubMedGoogle Scholar
• Sairanen, H., Kumpulainen, K., & Kajamaa, A. (2020). An investigation into children’s agency: Children’s initiatives and practitioners’ responses in Finnish early childhood education. Early Child Development and Care, 1–12. doi:10.1080/03004430.2020.1739030
   Web of Science ®Google Scholar
• Schegloff, E. (1996). Turn organization: One intersection of grammar and interaction. In E. Ochs, E. A. Schegloff, & S. Thompson (Eds.), Interaction and grammar (pp. 52–133). Cambridge: Cambridge University Press.
   Google Scholar
• Schuler, S., Budde-Spengler, N., & Sachse, S. (2015). Ergebnisbericht – Analysen der Auswirkung des sprachlichen Interaktionstrainings im Projekt MAUS. Ulm: ZNL TransferZentrum für Neurowissenschaften und Lernen, Universität Ulm.
   Google Scholar
• Schwartz, M., & Deeb, I. (2018). Toward a better understanding of the language conducive context: An ecological perspective on children’s progress in the second language in bilingual preschool. International Journal of Bilingual Education and Bilingualism, 24(3), 481–499. doi:10.1080/13670050.2018.1484424
   Google Scholar
• Skaremyr, E. (2021). Newly arrived children’s encounters with the cultural community of preschool. European Early Childhood Education Research Journal, 29(3), 397–409. doi:10.1080/1350293X.2021.1928722
   Web of Science ®Google Scholar
• Swain, M., Kinnear, P., & Steinman, L. (2015). Sociocultural theory in second language education: An introduction through narratives. Bristol: Multilingual Matters.
   Google Scholar
• Syczewska, A., & Licandro, U. (2021). Children who lead get the language they need!? Initiierungen von Peer-Interaktionen von Kindern im Zweitspracherwerb. Frühe Bildung, 10(2), 80–87. doi:10.1026/2191-9186/a000518
   Google Scholar
• Syrjämäki, M., Pihlaja, P., & Sajaniemi, N. K. (2019). Enhancing peer interaction in early childhood special education: Chains of children’s initiatives, adult’s responses and their consequences in play. Early Childhood Education Journal, 47(5), 559–570. doi:10.1007/s10643-019-00952-6
   Web of Science ®Google Scholar
• Tholin, K. R., & Jansen, T. T. (2012). Something to talk about: Does the language use of pre-school teachers invite children to participate in democratic conversation? European Education Research Journal, 20(1), 35–46. doi:10.1080/1350293X.2012.650010
   Google Scholar
• Tomasello, M. (2001). Bruner on language acquisition. In D. Bakhurst, & S. G. Shanker (Eds.), Jerome Bruner. Language culture and self (pp. 31–49). London: Sage Publications.
   Google Scholar
• VERBI Software. (2019). MAXQDA 2020 [Computer software]. VERBI Software.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
   Google Scholar
• Wanphet, P., & Sfaxi, J. (2019). Exploring bilingual children’s integration of gestures into talk-in-interaction: Functions, meaning and sequence. Language and Dialogue, 9(3), 349–378. doi:10.1075/ld.00047.wan
   Web of Science ®Google Scholar
• Weitzman, E., & Greenberg, J. (2002). Learning language and loving it: A guide to promoting children's social, language, and literacy development in early childhood settings (2nd ed.). Toronto: The Hanen Centre.
   Google Scholar
• Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552–559. doi:10.1037/0012-1649.24.4.552
   Web of Science ®Google Scholar