John Benjamins Publishing Company
Chapter 5. How robust is the effect of parental response to child gesture in facilitating child vocabulary development across different learners?
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Abstract
Children express their burgeoning abilities in referential communication initially in gesture. Parents frequently provide verbal labels for the referents children express only in gesture but not yet in speech, which, in turn boosts children’s subsequent vocabulary development. In this chapter, we ask whether the link between early gesture and early words, mediated through parental verbal input, remains preserved across different learners, including typically developing, children learning one or more languages and children with developmental disorders learning language with delays. Overall, research to date indicates the robustness of the gesture-speech link in early vocabulary development across different learners; it also highlights the importance of parental verbal scaffold in this process.
Abstract
Children express their burgeoning abilities in referential communication initially in gesture. Parents frequently provide verbal labels for the referents children express only in gesture but not yet in speech, which, in turn boosts children’s subsequent vocabulary development. In this chapter, we ask whether the link between early gesture and early words, mediated through parental verbal input, remains preserved across different learners, including typically developing, children learning one or more languages and children with developmental disorders learning language with delays. Overall, research to date indicates the robustness of the gesture-speech link in early vocabulary development across different learners; it also highlights the importance of parental verbal scaffold in this process.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction vii
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Section I. Learning environments as contributors to child language acquisition
- Chapter 1. Social motivations for linguistic exploration 3
- Chapter 2. Becoming social and interactive with language 19
- Chapter 3. Maternal input at 1;6 35
- Chapter 4. Requests in Turkish and German child-directed and child speech 53
- Chapter 5. How robust is the effect of parental response to child gesture in facilitating child vocabulary development across different learners? 69
- Chapter 6. Preschoolers’ use of questions in their joint decisions with peers 85
- Chapter 7. Sibling influence on morphological development? 99
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Section II. Changes within the child as contributors to child language acquisition
- Chapter 8. Evidentiality, questions and the reflection principle in Tibetan 113
- Chapter 9. The relationship between language, memory and evidentiality 133
- Chapter 10. Narrativity and mindreading revisited 151
- Chapter 11. Nonfactual meanings in early use of evidentials in Turkish child-caregiver interactions 167
- Chapter 12. Event perception and language learning 179
- Chapter 13. Developing construals of a narrative event sequence 199
- Chapter 14. A first study on the development of spatial viewpoint in sign language acquisition 223
- Index 241
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction vii
-
Section I. Learning environments as contributors to child language acquisition
- Chapter 1. Social motivations for linguistic exploration 3
- Chapter 2. Becoming social and interactive with language 19
- Chapter 3. Maternal input at 1;6 35
- Chapter 4. Requests in Turkish and German child-directed and child speech 53
- Chapter 5. How robust is the effect of parental response to child gesture in facilitating child vocabulary development across different learners? 69
- Chapter 6. Preschoolers’ use of questions in their joint decisions with peers 85
- Chapter 7. Sibling influence on morphological development? 99
-
Section II. Changes within the child as contributors to child language acquisition
- Chapter 8. Evidentiality, questions and the reflection principle in Tibetan 113
- Chapter 9. The relationship between language, memory and evidentiality 133
- Chapter 10. Narrativity and mindreading revisited 151
- Chapter 11. Nonfactual meanings in early use of evidentials in Turkish child-caregiver interactions 167
- Chapter 12. Event perception and language learning 179
- Chapter 13. Developing construals of a narrative event sequence 199
- Chapter 14. A first study on the development of spatial viewpoint in sign language acquisition 223
- Index 241
