Zeitschrift fur Kinder- und Jugendpsychiatrie und Psychotherapie
Volume 46, Issue 2, 2018, Pages 99-106

Language development in children with migration background and parental reading to children [Sprachentwicklung bei Kindern mit Migrationshintergrund und elterliches Vorlesen] (Article)

Eisenwort B. , Aslan H. , Yesilyurt S.N. , Till B. , Klier C.M.
  • a Universitätsklinik für Kinder- und Jugendheilkunde, Tagesklinische Station für Pädiatrische Psychosomatik, Medizinische Universität Wien, Währinger Gürtel 18-20, Wien, 1090, Austria
  • b Universitätsklinik für Kinder- und Jugendheilkunde, Tagesklinische Station für Pädiatrische Psychosomatik, Medizinische Universität Wien, Währinger Gürtel 18-20, Wien, 1090, Austria
  • c Universitätsklinik für Kinder- und Jugendheilkunde, Tagesklinische Station für Pädiatrische Psychosomatik, Medizinische Universität Wien, Währinger Gürtel 18-20, Wien, 1090, Austria
  • d Unit Suizidforschung, Institut für Sozialmedizin, Zentrum für Public Health, Medizinische Universität Wien, Austria
  • e Universitätsklinik für Kinder- und Jugendheilkunde, Tagesklinische Station für Pädiatrische Psychosomatik, Medizinische Universität Wien, Währinger Gürtel 18-20, Wien, 1090, Austria

Abstract

Introduction: The majority of children with a migration background suffer from language deficits in one or both languages. The aim of our study was to describe the patterns of language acquisition in children with Turkish background in Austria and to find factors which influence these patterns. Method: Fifty-two children at the age of 5 to 6 years and their parents were assessed. Inclusion criteria for parents were Turkish migration background and use of Turkish at home. Inclusion criteria for children: no hearing impairment, no blindness, no chronic disease, average cognitive development, born in Austria, and attending a kindergarten. Language competence was measured with Havas 5. Parents were administered a questionnaire about socio-demographics and their child centered literacy orientation (CCLO). Results: There was a significant difference between language patterns in Turkish and German. Moreover, language competence was higher in both Turkish and German, the more parents tended to read to their children in Turkish. Discussion: Children acquired a grammatically correct but simple Turkish, while their competence in German was reduced. Reading to the children seems to stimulate language development not only of their natural language, but also of German. Conclusion: Early literacy in migrant languages should be integrated in training programs. © 2017 Hogrefe.

Author Keywords

Turkish migration background Reading Bilingual language development Language pattern

Index Keywords

education language development human Austria ethnology Humans migrant psychology reading kindergarten hearing impairment developmental language disorder Emigrants and Immigrants Education, Nonprofessional preschool child cognitive development Language Development Disorders Child, Preschool competence questionnaire Parent-Child Relations Article literacy major clinical study migration Turkey parental attitude Multilingualism early childhood intervention child parent relation Early Intervention (Education) Child
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044069919&doi=10.1024%2f1422-4917%2fa000500&partnerID=40&md5=e50912714980ff1e6d7e78c30952c56f
DOI: 10.1024/1422-4917/a000500
ISSN: 14224917
Cited by: 1
Original Language: German