新疆4～6岁维吾尔族儿童学业语言发展特征
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摘要
以新疆115名4～6岁儿童为研究对象,本研究从词汇多样性、句法复杂性、话语抽象性三个维度考察其学业语言发展特征,结果发现维吾尔族儿童的学业语言各维度呈现出与汉族儿童类似的发展态势,但随年龄增长而发展趋缓;儿童认知能力对其学业语言发展具有显著的正向预测作用。幼教工作者应重视创设兼具语言丰富性与认知挑战性的教育活动情境,关注维吾尔族儿童学业语言发展特征,促进其认知能力与学业语言的融合发展。
The present study explored the characteristics of academic language development of Uyghur children and found that Uyghur children's academic language showed a similar development trend with that of Han children but was slow with the increase of age. Preschool education in Xinjiang should pay attention to creating suitable activity situation with linguistic richness and cognitive challenge to promote children's academic language.
The present study explored the characteristics of academic language development of Uyghur children and found that Uyghur children's academic language showed a similar development trend with that of Han children but was slow with the increase of age. Preschool education in Xinjiang should pay attention to creating suitable activity situation with linguistic richness and cognitive challenge to promote children's academic language.
引文
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[2]周兢,陈思.学业语言:教育必须重视的学习者语言能力构建[J].全球教育展望,2013(12):75-81.
[3]CUMMINS J.The cross-lingual dimensions of language proficiency:implications for bilingual education and the optimal age issue[J].Tesol Quarterly,1980,14(2):175-187.
[4]SCHLEPPEGRELL M J.Linguistic features of the language of schooling[J].Linguistics&Education,2001,12(4):431-459.
[5]BAILEY A L,Butler F A.An evidentiary framework for operationalizing academic language for broad application to K-12 education:a design document[R].Los Angeles:National Center for Research on Evaluation,Standards,and Student Testing,University of California,2003:7-10.
[6]HEPPT B,HENSCHEL S,HAAG N.Everyday and academic language comprehension:investigating their relationships with school success and challenges for language minority learners[J].Learning and Individual Differences,2016,47(4):244-251.
[7]郭璇,盖笑松.“一人一语”家庭双语养育方式分析及其对新疆学前双语教育的启示[J].学前教育研究,2017(11):35-47.
[8]辛宏伟.3~6岁维吾尔族儿童汉语语言发展研究[D].上海:华东师范大学,2011:2.
[9]周兢,李传江,杜丽君,等.新疆学前双语教育情境中民族儿童的汉语发展研究[J].华东师范大学学报(教育科学版),2014(1):11-19.
[10][12]BARNES E M,GRIFENHAGEN J F,DICKINSON D K.Academic language in early childhood classrooms[J].The Reading Teacher,2016,70(1):39-48.
[11]LUNA M,SARA.Academic language in preschool:research and context[J].The Reading Teacher,2017,71(1):89-93.
[13]GALLAGHER C.Socialization to academic language in a kindergarten classroom[J].Language&Education,2015,30(5):1-17.
[14]AARTS R,DEMIR-VEGTER S,KURVERS J,et al.Academic language in shared book reading:parent and teacher input to mono-and bilingual preschoolers[J].Language Learning,2015,66(2):263-295.
[15]VALDES,GUADALUPE.Between support and marginalisation:the development of academic language in linguistic minority children[J].International Journal of Bilingual Education and Bilingualism,2004,7(2-3):102-132.
[16]夏瑞雪,周爱保.回汉藏3~6岁幼儿语言发展的差异与影响因素[J].学前教育研究,2008(2):35-38.
[2]周兢,陈思.学业语言:教育必须重视的学习者语言能力构建[J].全球教育展望,2013(12):75-81.
[3]CUMMINS J.The cross-lingual dimensions of language proficiency:implications for bilingual education and the optimal age issue[J].Tesol Quarterly,1980,14(2):175-187.
[4]SCHLEPPEGRELL M J.Linguistic features of the language of schooling[J].Linguistics&Education,2001,12(4):431-459.
[5]BAILEY A L,Butler F A.An evidentiary framework for operationalizing academic language for broad application to K-12 education:a design document[R].Los Angeles:National Center for Research on Evaluation,Standards,and Student Testing,University of California,2003:7-10.
[6]HEPPT B,HENSCHEL S,HAAG N.Everyday and academic language comprehension:investigating their relationships with school success and challenges for language minority learners[J].Learning and Individual Differences,2016,47(4):244-251.
[7]郭璇,盖笑松.“一人一语”家庭双语养育方式分析及其对新疆学前双语教育的启示[J].学前教育研究,2017(11):35-47.
[8]辛宏伟.3~6岁维吾尔族儿童汉语语言发展研究[D].上海:华东师范大学,2011:2.
[9]周兢,李传江,杜丽君,等.新疆学前双语教育情境中民族儿童的汉语发展研究[J].华东师范大学学报(教育科学版),2014(1):11-19.
[10][12]BARNES E M,GRIFENHAGEN J F,DICKINSON D K.Academic language in early childhood classrooms[J].The Reading Teacher,2016,70(1):39-48.
[11]LUNA M,SARA.Academic language in preschool:research and context[J].The Reading Teacher,2017,71(1):89-93.
[13]GALLAGHER C.Socialization to academic language in a kindergarten classroom[J].Language&Education,2015,30(5):1-17.
[14]AARTS R,DEMIR-VEGTER S,KURVERS J,et al.Academic language in shared book reading:parent and teacher input to mono-and bilingual preschoolers[J].Language Learning,2015,66(2):263-295.
[15]VALDES,GUADALUPE.Between support and marginalisation:the development of academic language in linguistic minority children[J].International Journal of Bilingual Education and Bilingualism,2004,7(2-3):102-132.
[16]夏瑞雪,周爱保.回汉藏3~6岁幼儿语言发展的差异与影响因素[J].学前教育研究,2008(2):35-38.