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The Role of Language Input and Production in Academic Language and Literacy Development of Dual Language Learners
Tue, April 21, 8:15 to 9:45am, Virtual RoomSession Type: Symposium
Abstract
This symposium on academic language development of Dual Language Learners (DLLs) highlights research that uses naturalistic and experimental research paradigms to examine the quality of first- and second-language inputs and production in supporting improvements of academic language and literacy of DLLs at various stages of development spanning early childhood through the early middle-school years.
Sub Unit
Chair
Papers
Parent-Child Inferential Talk: Relations to Young Dual Language Learners' First- and Second-Language Development - Veslemøy Rydland, University of Oslo; Vibeke Grøver, University of Oslo
Dual-Language and English-Only Students' Classroom Language Use and Reading Comprehension - Perla B. Gamez, Loyola University Chicago; Nonie K. Lesaux, Harvard University; Holly Griskell, Loyola University Chicago
Exploring the Role of Classroom Talk in Supporting the Academic Language Learning of English Learners - Emily Phillips Galloway, Vanderbilt University
Linguistic Moderators of Effects of Definition Supports on Academic Vocabulary of Fouth-Grade Dual Language Learners - Maria S. Carlo, University of South Florida - Tampa; Jeffrey M Williams, University of South Florida; Mary A. Avalos, University of Miami; Jason Anthony, University of South Florida - Tampa