Exploring Teachers' Language Features: Is Decontextualized Content or Linguistic Structures Related to Children's Vocabulary Learning?

• In Event: Confronting Complexity: Vocabulary Learning in Diverse Contexts

Abstract

In this study, we analyzed the decontextualized language (DL) types and structural features of thirty-three prekindergarten and kindergarten teachers in the fall and spring of the school year in high-needs public schools in order to explore associations between and unique contributions of teachers’ DL use (conceptual, personal connections, vocabulary, and book talk) and structural linguistic features (complex syntax, sophisticated vocabulary) to children’s vocabulary learning. Results revealed differential patterns in relations between teachers’ DL types and structural linguistic features. Lastly, both DL (i.e., conceptual understanding talk) and complex syntax uniquely predicted children’s spring PPVT scores; however, DL’s contribution to children’s vocabulary was found to be mediated by the complex syntax of teacher’s talk.

Authors

• JeanMarie Farrow, University of Pennsylvania

• Barbara Wasik, Temple University

• Annemarie H. Hindman, Temple University