1 language learning in early childhood preview

Questions for reflection
1 Some research has found that the best predictor of children’s vocabulary growth is the
amount of language addressed to them by their parents and other caregivers. What have
you seen in this chapter that is compatible with that finding?
2 Go to the children’s section of a library or bookstore and look at the vocabulary used in
books that are published for children between three and six years old. Compare these to
books for young readers, aged six to eight. What does this suggest about the importance of
continuing to read to children after they have begun to learn to read at school? Finally, look
at the language used in textbooks for children at age 10 or 11. What can you conclude
about the challenge faced by English language learners entering school at this age?
3 If you are or may be teaching a second language to a group of school-aged learners with
different L1 backgrounds, can you think of pedagogical tasks/ activities in which children
can display and use their L1 knowledge to help them learn the L2?
Suggestions for further reading
Berko Gleason, J., & Bernstein-Ratner, N. (Eds.). (2017). The development
of language (9th ed.). New York: Pearson.
Many of the chapters by leading experts in child language introduce
readers to the best-known findings of the past 60 years of research on

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children’s language development. In addition, there are chapters based on
new research, using the kinds of technology that have only recently
become available. Thus, the rich database created by researchers with
notepads, tape recorders, and tools such as the wug test is complemented
by studies of the neurological bases of language learning and language use.
García, O., & Kleifgen, K. (2018). Educating emergent bilinguals: Policies,
programs, and practices for English learners (2nd ed.). New York:
Teachers College Press.
The education of minority-language children, especially in American
schools, is the focus of this guide for educators who seek to provide the
most appropriate and enriching schooling for these children. The emphasis
is on the importance of drawing on all the learners’ linguistic and cultural
resources and ensuring that teachers understand the importance of working
towards equity in languages and communities both in schools and beyond.