Language Ideologies, Practices, and Kindergarteners’ Narrative Macrostructure Development: Crucial Factors for Sustainable Development of Early Language Education

Jing Yin,Yan Ding,Lin Fan

doi:10.3390/su13136985

Jing Yin, Yan Ding + Show 1 more

Open Access

https://doi.org/10.3390/su13136985

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Abstract

This paper explored crucial factors to achieve sustainable development of early language education by examining the relationship between two dimensions of family language policy—language ideologies and language practices—as well as the relationship between family language policy and the development of children’s narrative macrostructure. Data were collected via a language performance test and a questionnaire survey of 131 kindergartners from 10 kindergartens in a Chinese city. Structural equation modeling corroborated the relationship between family language ideologies and family language practices proposed by family language policy theorists. Results showed that family language policy significantly predicted kindergarteners’ development of narrative macrostructure. In addition, age was shown to be a significant predictor of narrative macrostructure development, whereas gender was not. Implications for early intervention of children’s narrative macrostructure development were discussed.

Highlights

Education is the key to realizing sustainable development goals
It can be seen that the parents scored high on the language ideology items (LIa, LIb, LIc, LId, LIe) and moderately high on the language practice items (LPa, LPb, LPc, LPd, LLe)
The present study corroborated the influence of family language ideology on language practice but located the relationship between language practice and the development of children’ narrative ability as well, which provides us with references for future intervention

Summary

Introduction

Education is the key to realizing sustainable development goals. It is a two-way process of teaching and learning, in which language plays an irreplaceable role. Research shows that early language development is an important indicator of future academic success [1,2]. Ways to sustainable development of early language education should be explored and emphasized. Since “family is the cradle of human growth and parents are the first teachers”, family language policy (FLP) should be investigated. FLP, referred to as “family language planning” and “family language management and planning”, is a language planning activity that takes place within the family domain [3]

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Conclusion