Early Language Research Articles

The Use of Digital Technologies to Develop Young Children’s Language and Literacy Skills: A Systematic Review

This review was conducted to explore the use of digital technologies with young children in early childhood language and literacy education. It centers on peer-reviewed empirical journal articles published during the past two decades. An initial sample of refereed journal articles ( N = 631) was compiled from systematically searching the Web of Science Core Collection databases. Following strict inclusion and exclusion criteria, 89 articles were included in the review. Five major dimensions of the selected studies were coded: demographic information, setting, digital technology used, research designs, and research findings. All of the articles selected for inclusion were systematically mapped to provide a valuable resource for researchers in this area. The main findings of the review were categorized and are reported in five subsections: print knowledge, alphabet knowledge, phonological awareness, early vocabulary knowledge, and narrative skills. Each subsection is framed with practical implications gleaned from the empirical studies.

A community-based child health and parenting intervention to improve child HIV testing, health, and development in rural Lesotho (Early Morning Star): a cluster-randomised, controlled trial

When caregivers live in remote settings characterised by extreme poverty, poor access to health services, and high rates of HIV/AIDS, their caregiving ability and children's development might be compromised. We aimed to test the effectiveness of a community-based child health and parenting intervention to improve child HIV testing, health, and development in rural Lesotho. We implemented a matched cluster-randomised, controlled trial in the Mokhotlong district in northeastern Lesotho with 34 community clusters randomly assigned to intervention or wait-list control groups within a pair. Eligible clusters were villages with non-governmental organisation partner presence and an active preschool. Participants were caregiver-child dyads, where the child was 12-60 months old at baseline. The intervention consisted of eight group sessions delivered at informal preschools to all children in each village. Mobile health events were hosted for all intervention (n=17) and control (n=17) clusters, offering HIV testing and other health services to all community members. Primary outcomes were caregiver-reported child HIV testing, child language development, and child attention. Assessments were done at baseline, immediately post-intervention (3 months post-baseline), and 12 months post-intervention. We assessed child language by means of one caregiver-report measure (MacArthur-Bates Communicative Development Inventory [CDI]) and used two observational assessments of receptive language (the Mullen Scales of Early Learning receptive language subscale, and the Peabody Picture Vocabulary Test 4th edn). Child attention was assessed by means of the Early Childhood Vigilance Task. Assessors were masked to group assignment. Analysis was by intention to treat. This trial was registered with ISRCTN.com, ISRCTN16654287 and is completed. Between Aug 8, 2015, and Dec 10, 2017, 1040 children (531 intervention; 509 control) and their caregivers were enrolled in 34 clusters (17 intervention; 17 control). Compared with controls, the intervention group reported significantly higher child HIV testing at the 12-month follow-up (relative risk [RR] 1·46, 95% CI 1·29 to 1·65, p<0·0001), but not immediately post-intervention. The intervention group showed significantly higher child receptive language on the caregiver report (CDI) at immediate (effect size 3·79, 95% CI 0·78 to 6·79, p=0·028) but not at 12-month follow-up (effect size 2·96, 95% CI -0·10 to 5·98, p=0·056). There were no significant group differences for the direct assessments of receptive language. Child expressive language and child attention did not differ significantly between groups. Integrated child health and parenting interventions, delivered by trained and supervised lay health workers, can improve both child HIV testing and child development. United States Agency for International Development (USAID) and the President's Emergency Plan for AIDS Relief (PEPFAR).

Supplemental Material for Impact of Supplemental Multicomponent Early Childhood Language Instruction

Supplemental Material for Impact of Supplemental Multicomponent Early Childhood Language Instruction

Assessing early language and communication development: An e-health approach using online applications

The early assessment of language and communication abilities is critical to meet the needs and challenges of inclusive societies. We developed a novel e-health approach whereby well-known assessment tools are available through online applications that allow a quick (computer, tablet, smartphone) on-screen assessment, making health monitoring and intervention in this field highly flexible and possible in a rich variety of contexts and users, including practitioners, educators, researchers, and caregivers. The app versions of the MacArthur-Bates Communicative Development Inventory Short forms (CDI) and the Communication and Symbolic Behavior Scales Developmental Profile (CSBS-DPTM) Infant-Toddler Checklist offer automatic scoring and percentile profiles for the individual infant and toddler. The easy, quick, decentralized access to health monitoring in the sensitive areas of cognitive and language development fosters the early identification of risk for language and communication impairments, early intervention and diagnosis, with individual, social and economic benefits.

Word learning is hands-on: Insights from studying natural behavior.

Infants' interactions with social partners are richly multimodal. Dyads respond to and coordinate their visual attention, gestures, vocalizations, speech, manual actions, and manipulations of objects. Although infants are typically described as active learners, previous experimental research has often focused on how infants learn from stimuli that is well-crafted by researchers. Recent research studying naturalistic, free-flowing interactions has explored the meaningful patterns in dyadic behavior that relate to language learning. Infants' manual engagement and exploration of objects supports their visual attention, creates salient and diverse views of objects, and elicits labeling utterances from parents. In this chapter, we discuss how the cascade of behaviors created by infant multimodal attention plays a fundamental role in shaping their learning environment, supporting real-time word learning and predicting later vocabulary size. We draw from recent at-home and cross-cultural research to test the validity of our mechanistic pathway and discuss why hands matter so much for learning. Our goal is to convey the critical need for developmental scientists to study natural behavior and move beyond our "tried-and-true" paradigms, like screen-based tasks. By studying natural behavior, the role of infants' hands in early language learning was revealed-though it was a behavior that was often uncoded, undiscussed, or not even allowed in decades of previous research. When we study infants in their natural environment, they can show us how they learn about and explore their world. Word learning is hands-on.

Enhanced sensitivity to pitch perception and its possible relation to language acquisition in autism.

Fascinations for or aversions to particular sounds are a familiar feature of autism, as is an ability to reproduce another person's utterances, precisely copying the other person's prosody as well as their words. Such observations seem to indicate not only that autistic people can pay close attention to what they hear, but also that they have the ability to perceive the finer details of auditory stimuli. This is consistent with the previously reported consensus that absolute pitch is more common in autistic individuals than in neurotypicals. We take this to suggest that autistic people have perception that allows them to pay attention to fine details. It is important to establish whether or not this is so as autism is often presented as a deficit rather than a difference. We therefore undertook a narrative literature review of studies of auditory perception, in autistic and nonautistic individuals, focussing on any differences in processing linguistic and nonlinguistic sounds. We find persuasive evidence that nonlinguistic auditory perception in autistic children differs from that of nonautistic children. This is supported by the additional finding of a higher prevalence of absolute pitch and enhanced pitch discriminating abilities in autistic children compared to neurotypical children. Such abilities appear to stem from atypical perception, which is biased toward local-level information necessary for processing pitch and other prosodic features. Enhanced pitch discriminating abilities tend to be found in autistic individuals with a history of language delay, suggesting possible reciprocity. Research on various aspects of language development in autism also supports the hypothesis that atypical pitch perception may be accountable for observed differences in language development in autism. The results of our review of previously published studies are consistent with the hypothesis that auditory perception, and particularly pitch perception, in autism are different from the norm but not always impaired. Detail-oriented pitch perception may be an advantage given the right environment. We speculate that unusually heightened sensitivity to pitch differences may be at the cost of the normal development of the perception of the sounds that contribute most to early language development. The acquisition of speech and language may be a process that normally involves an enhanced perception of speech sounds at the expense of the processing of nonlinguistic sounds, but autistic children may not give speech sounds this same priority.

Enhanced Parent-child Interaction and Language Development during COVID-19 Quarantine in Children with Cochlear Implants

Abstract Objectives: The study aimed to assess how the COVID-19 quarantine affected parent-child interaction (PCI) in children with cochlear implants (CI) and to investigate the role of parental knowledge in the early language development for these children. Methods: We conducted our survey primarily utilizing social media platforms such as Facebook, Twitter, and LinkedIn to recruit participants. A total of 40 parents took part in the study, with a majority being females (70%) under the age of 44 years. Most of the children with CIs (87.5%) were under the age of 10 years. Around 67.5% (n = 27) received bilateral implants, while 32.5% of children had unilateral CI The parents filled out a questionnaire which had five domains, and responses related to demographic information, PCI, and the child’s communication skills were recorded. Results: Our statistical analysis, using paired t-tests, revealed a significant and positive impact of the quarantine period on both PCI (P = 0.001, t = 6.50) and the communication skills of the children (P = 0.001, t = 3.77). A simple linear regression analysis indicated that parental knowledge did not significantly affect PCI (R 2 = 0.003; P = 0.73). PCI accounted for 14% of the variation in children’s communication skills (P = 0.01). Conclusions: In conclusion, our study sheds a light on the impact of the COVID-19 quarantine on the quality of PCI in children with CIs. The findings underscore the resilience and adaptability of both parents and children facing challenging circumstances. Notably, the increased quality and duration of time spent together allowed for enhanced PCI and subsequently led to improvements in the communication skills of the children.

Beyond age: exploring ultimate attainment in heritage speakers and late L2 learners.

According to the Critical Period Hypothesis, successful language learning is optimal during early childhood, whereas language learning outside of this time window is unsuccessful. In this respect, early language acquisition is viewed as convergent and reliable but late acquisition is not. The present study revisits the idea of a critical period by investigating the grammatical attainment of early bilinguals/heritage speakers (HSs), late second/foreign language (L2) learners, and comparable groups of monolinguals by testing Greek-English bilinguals in the two languages they speak by means of a grammaticality judgment task. Our findings show that in English, HSs performed on par with monolinguals, both groups surpassing the late L2 learners, who performed about 2 SDs below the HSs and the monolinguals. In Greek, late L2 learners and monolinguals exhibited comparable performance, contrasting sharply with the HSs' significantly lower proficiency, which was on average about 5 SDs below the late L2 learners and the monolinguals. Consequently, our results show that the performance gaps between HSs and Greek monolinguals/late L2 learners were more pronounced than the differences between late L2 learners and English monolinguals/HSs, suggesting that the early bilinguals' success in English may come at the expense of their heritage language (Greek). Furthermore, we observe substantially more individual variation within HSs in their heritage language than within the late L2 learners for their second language. Thus, testing bilinguals in both of their languages allows us to unveil the complexity of grammatical ultimate attainment and prompt a re-thinking of age as the major determining factor of (un)successful attainment.

THE UTILIZATION OF CANVA APPLICATION IN SUPPORTING EARLY CHILDHOOD ARABIC LANGUAGE LEARNING: TEACHERS' PERCEPTIONS / PEMANFAATAN APLIKASI CANVA DALAM MEDUKUNG PEMBELAJARAN BAHASA ARAB ANAK USIA DINI: PERSEPSI GURU

The aim of this research is to describe teachers' perceptions on the use of Canva application in supporting early childhood Arabic language learning. The method employed was a quantitative descriptive approach. Data were collected through online questionnaire. 20 teachers were selected as respondents using purposive sampling. Data analysis was conducted using quantitative descriptive analysis. The findings of this research indicate that the utilization of the Canva application can support early childhood Arabic language learning. Canva can serve as an effective alternative to improving the quality of Arabic language education for young children. The use of this application can support early childhood Arabic language learning and assist teachers in creating engaging and easily comprehensible learning materials. It’s because of Arabic language learning for young children requires a creative and innovative approach to make it easier for children to understand and absorb the lesson materials. One solution to enhance the effectiveness of Arabic language learning is by using digital technology, such as the Canva application. In the future, there is potential for similar research on other areas of education.

Implementasi Metode Cerita dalam Meningkatkan Kemampuan Berbahasa Anak Usia Dini

This article explores the ways in which teachers develop young children’s language skills. An overview of early childhood language skills, the implementation of the story method in learning and the implication of the story method on children’s language skill are analysed in depth. Using qualitative description, this study obtained data through observation, interviews, and documentation. This is done systematically to allow data collection in this qualitative research could explain what has been observed. The result of this study indicated that the use of the story method or storytelling in improving early childhood language skills in the learning process is carried out by teachers systematically. Therefore, not only early childhood language skills are improved, but also social interaction. The active involvement of early childhood in learning is a benefit that could be perceived by the parents of learners. The consideration of digital media in the story method is a concept that needs to be explored specifically in order to make the implementation of learning methods more diverse and further improve early childhood abilities.

A Comparative Study on Visual Attention, Verbal Engagement and Parental Behaviors During Shared Book Reading Using Scripted and Unscripted Story Books for Children with Autism Spectrum Disorder

Purpose: Shared book reading is nowadays considered as an important early language stimulation technique in the field of speech language pathology which encourages parent-child bonding and creates a conducive environment for language development. The parent-child interaction is important for a child with Autism Spectrum Disorder. This interaction along with adequate and contingent parental responses fosters early language development in children. Language-related parent behaviors promote children’s oral language skills by not only exposing the child to book-related vocabulary (e.g., labeling pictures, explaining word meanings, and linking words to everyday events), but also through explicit teaching of meaning-related skills related to the overall structure of the story (i.e., story grammar). Print-related SBR behaviors draw the child’s attention to print-related features of the book, for example, letter names and sounds.Methods: To better understand the relationship between children’s visual attention, verbal engagement and parent shared book reading behaviors during shared book reading tasks, this study included 10 preschoolers on the Autism Spectrum and their parents sharing an unfamiliar storybook including which are scripted and unscripted. Videos of the shared book reading interactions were transcribed and coded for visual attention, verbal engagement and parent behaviors using observational coding schemes. The frequency of visual attention, verbal engagement and parental SBR behaviors were compared between the scripted and unscripted story books using statistical tests-Wilcoxon signed rank test and Fisher’s Exact test.Results: Result reveals that there was no statistically significant difference between frequency of visual attention during unscripted story books and scripted books. Parental behaviors parameters pertaining to shared book reading were analyzed and found a significant difference in usage of book language is greater for scripted story books compared to unscripted books.Conclusions: The key findings shows the type of book (scripted or unscripted) have a significant impact and its contribution to the intervention of children with Autism Spectrum Disorder. Parental SBR behaviors can in turn contribute to the development of childhood language and preliteracy skills.

Three-Periods Lesson: A practical way in introducing English Vocabulary Using Realia and Flashcards

This experimental study examines the use of the Three-Period Lesson, a teaching methodology commonly employed in early childhood education, to introduce English vocabulary to young learners. The study focuses on incorporating realia and flashcards as instructional tools to enhance language acquisition and retention. The research analyzes three stages of the Three-Period Lesson: introduction, association, and recall/reinforcement. The data were collected by interviewing two teachers and giving pre-test and post-test to the students. The data was analyzed by t-test table. The result of the post-test scores were better than the pre-test scores and formative scores. It could be seen by comparing their means. The means of the pre-test score was 51,92. The means of formative test score was 72, 76 while the post-test score was 74,57. It means that there is a significance difference in students‟ scores after they were given treatments using realia and flashcards. This study contributes to the field of early childhood education and language acquisition. The findings showed that the provide practical insights for educators seeking effective methods to introduce vocabulary to young learners, aiming to build a strong foundation in English language skills.

PERAN ORANG TUA DALAM MENSTIMULASI PERKEMBANGAN BAHASA ANAK USIA DINI

Language development in early childhood is a critical aspect in the formation of their cognitive, social and emotional abilities. The role of parents in stimulating this language development holds a central position and significantly influences the pattern of child development. Research shows that regular interactions between parents and children in the prepubescent to early childhood period are critical moments in forming the foundations of language. Parents have several key roles in helping children develop language. First, they serve as the primary models of everyday language use. Through rich and varied verbal interactions, children learn vocabulary, grammatical structures and essential communication skills. Next, parents also play a role in creating a supportive environment for language learning, including reading books, singing songs and telling stories to their children. These activities broaden children's exposure to language and stimulate their imagination and creativity. In addition, parents also play a role in responding positively to children's communication efforts. Listening attentively, providing positive feedback, and stimulating responses to children's speech are important. This encourages children's confidence in speaking and interacting. Last but not least, parents should understand that each child has a different pace and way of learning. Therefore, recognition of children's uniqueness and individual development and patience in helping them overcome difficulties are key in supporting optimal language development. In conclusion, the role of parents in stimulating early childhood language development is crucial. By modeling, creating a supportive environment, responding positively and understanding the uniqueness of each child, parents can play a vital role in forming a strong language foundation for their children.

Language Development in Children with Cochlear Implant using Bimodal Approach: SLP Perspective

Background: The development of language skills in children with cochlear implants is a vital area of research, particularly in understanding the impact of the bimodal approach. This study focuses on children with early language delays under the age of five, exploring how cochlear implantation and the bimodal approach influence their language development. Objective: The primary objective of this study was to evaluate the effectiveness of the bimodal approach (cochlear implant combined with a hearing aid) on language development in children with cochlear implants. The study aimed to understand the perspectives of speech-language pathologists (SLPs) on the challenges and successes associated with this approach. Methods: This descriptive study involved 50 SLPs from hospitals and rehabilitation centers across Pakistan, each with at least a year of clinical experience. Data were collected through a questionnaire focusing on various aspects of cochlear implantation and the bimodal approach. The questionnaire included questions on the age of implantation, additional medical complexities, effectiveness of the bimodal approach, and the impact on speech skills, social interaction, and cognitive functions. The study employed a cross-sectional design, and the data were analyzed using SPSS version 25 for statistical significance. Results: The majority (81.2%) of children received their cochlear implantation between 1-3 years. About 70.6% of respondents reported using a second hearing aid post-implantation. The bimodal approach was found effective by 78.4% of therapists in aiding speech comprehension. Approximately 88.2% believed that hearing devices improved speech skills, and 82.4% noted the benefit of an additional hearing aid. However, concerns were raised about potential dependencies on these devices. In terms of social and academic performance, 84.4% of therapists saw improvements. Conclusion: The study concludes that the bimodal approach is effective in enhancing language development in children with cochlear implants. Early implantation, combined with the use of a hearing aid, shows promising results in language acquisition and social interaction. Despite the limitations due to a small sample size and data collection constraints during the COVID-19 pandemic, the study provides valuable insights into the positive impact of the bimodal approach in language development.

Acting Out a Memory-based Game in Classroom: A Study on Elementary School Students’ English Proficiency

English lessons in Indonesia still have various problems as it serves as a foreign language (EFL). This research aimed to solve elementary students problems in learning English by introducing the memory match game technique. Conducted at Madrasah Aliyah Al-Hidayah in Jember, the study utilises Classroom Action Research (CAR) methodology, emphasising a cyclical process of planning, acting, observing, and reflecting. The collaborative approach involves the researcher as the English teacher employing the memory match game, with the real English teacher serving as an observer. Results indicate that 71.43% of class IV students actively participated in the game, showcasing engagement without seeking assistance, while 28.57% appeared less active. The study highlights the potential efficacy of the memory match game technique in early English language education and calls for continued research to enhance teaching and learning practices.

West Germanic diachronic constant: the case of negative constructions

This paper explores the common path of the sentence negation practice in the Early West Germanic languages. The prior idea is to find out the general set of markers, which implement the negation pattern. Our assumption is that West Germanic languages, as it has been shown in many papers, contrast with East Germanic and North Germanic languages by ways of negation marking. Our aim is to define the status of the grammatical phenomenon in question within the suggested period. Having assumed that all West Germanic languages may share a similar sentence negation pattern, we laid a special emphasis on their structural characteristics. We also hypothesize that gradual changes of this period were occurring due to the general rearrangement of these language system, which incurred the elimination of the redundant elements. According to Jespersen’s cycle, all the languages under consideration faced multiple negation, i.e., the phenomenon of negative concord (NEG-concord). The latter implies the that preverbal negative particles have been removed from the negation pattern both due to their weakening and the rise of the new supportive element, which originated from the independent structural unit wiht ‘thing’. The rise of the supportive element in the Early West Germanic languages is considered to be a part of the Common Germanic NEG-concord pattern. This lexical-grammatical element turned out to be the one that allowed further eliminating the multiple negation practice in West Germanic languages.

Infant screen media and child development: A prospective community study.

The current study examined longitudinal associations between early screen media exposure (assessed at 6, 12, and 24months) and the child's motor and language/communication development at the ages of 24 and 36months. We also aimed to study whether these associations varied by socioeconomic status (SES). Participants were 179 parent-infant dyads, recruited from well-baby clinic services during routine visits. Child development measures included standardized measures of developmental milestones as assessed by professionals and referral data to child developmental centers. Both measures were retrieved from the official health maintenance organization records by an expert in child development. Results indicated that screen exposure at 6 and 12months was associated with a higher risk for language/communication deficits at 36months in children with moderate or high SES but not in children with low SES. Our findings are consistent with existing literature demonstrating cross-sectional and longitudinal associations between early screen exposure and language development deficits. Given that media use practices and motivations vary among families from different backgrounds, further investigation of the interaction between SES and screen exposure is needed.

Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent-child interactions.

Parenting is a critical mediator of children's school readiness. In line with this theory of change, data from the randomized clinical trial of Smart Beginnings (tiered Video Interaction Project and Family Check-Up; N = 403, treatment arm n = 201) were used to examine treatment impacts on early language and literacy skills at child age 4 years (nLatinx = 168, nBlack = 198, nMale = 203), as well as indirect impacts through parental support of cognitive stimulation at child age 2 years. Although results did not reveal direct effects on children's early skills, there were significant indirect effects for early literacy (β = .03, p = .05) and early language (β = .04, p = .04) via improvements in parental cognitive stimulation. Implications for interventions targeting parenting to improve children's school readiness beginning at birth are discussed.

Enhancing Preschool English Vocabulary Through Multimedia Tools: Insights from a Mixed-Methods Study

Purpose – The primary objective of this research was to evaluate the effectiveness of multimedia tools in augmenting English vocabulary enrichment in preschool environments. This study was driven by the need to explore innovative approaches in early childhood language education and assess these tools' impact in enhancing learning experiences. Design/methods/approach – Adopting a mixed-methods approach, the study, conducted in two North Aceh preschools, evaluated multimedia integration in teaching and its impact on student outcomes, motivation, and engagement. It combined observations, document analysis, interviews, and tests, employing qualitative (educator interviews) and quantitative (vocabulary pre-and post-tests) data collection methods. Findings – The findings significantly improved students' vocabulary acquisition and active participation. Using multimedia tools in teaching and incredibly interactive PowerPoint presentations led to enhanced engagement and effectiveness in learning. Students showed marked improvements in self-confidence and language skills. The study also observed that multimedia integration fostered collaborative learning and increased technological proficiency among students. Research implications/limitations – These findings imply a potential paradigm shift in early childhood language education, suggesting incorporating multimedia tools for more engaging and compelling learning experiences. The study's limitations include its focus on specific preschool environments and the potential challenge of replicating the approach in resource-limited settings. Further research is needed to assess the approach's applicability in diverse educational contexts and its long-term impacts. Originality/value – This study offers novel insights into the application of multimedia tools in early childhood language education. It highlights how innovative teaching methods can significantly improve vocabulary skills and educational outcomes. These findings suggest impactful changes in teaching practices and pave the way for future research and potential shifts in educational policies. Paper Type Research paper

Translanguaging: a paradigm shift for ELT theory and practice

Abstract Translanguaging theory and pedagogy have emerged as central to the recent multilingual turn in educational linguistics and language teaching, including ELT. This article will explore translanguaging from theoretical and practical perspectives, aiming to clarify what it is and is not claiming, and what types of pedagogic practice it advocates, both in its stronger and weaker forms. I argue that a paradigm shift is occurring in the field, parallel with the shift in understanding of the nature of language itself that underpins both translanguaging theory and integrationism in linguistics. Implications for practice in ELT are also explored, including a reorientation concerning the goals of language teaching, a recognition of English as a social construct with traditions of use rather than immutable rules, and a repositioning of the many translingual teachers around the world as the experts at the centre of the multilingual turn that is defining early twenty-first century language pedagogy.