You are here

Lexical Diversity Between Play-Based and Literacy-Based Activities in ELL Sibling Pairs

Title: Lexical Diversity Between Play-Based and Literacy-Based Activities in ELL Sibling Pairs.
22 views
5 downloads
Name(s): Talib, Hammadah, author
Type of Resource: text
Genre: Text
Bachelor Thesis
Date Issued: 2017-04-12
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Lexical diversity models in children have been identified as an important component of language development (NICHD, 2000) (Snow, Quiroz, & Zhao, 2010). In spite of this, few studies address the influence of siblings, considered to be “distinct and significant resources” of language input (Kibler, Valdes, & Walqui, 2014), on lexical diversity development. This case study examines literacy and play practices between school-age, English language learner sibling dyads. It is unclear if there are differences in levels of lexical diversity between siblings in play-based versus literacy-based settings and what facilitates this lexical diversity in various scenarios. Audio recordings were collected during a local Migrant Education Program in the summer and analyzed through the Systematic Analysis of Language Transcripts program (SALT). The results show that the sibling pairs had slightly higher overall oral language performance in a literacy-based setting rather than a play-based setting.
Identifier: FSU_libsubv1_scholarship_submission_1493423075 (IID)
Keywords: Siblings, Lexical diversity, Vocabulary, English-language learner
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1493423075
Owner Institution: FSU

Choose the citation style.
Talib, H. (2017). Lexical Diversity Between Play-Based and Literacy-Based Activities in ELL Sibling Pairs. Retrieved from http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1493423075