Cover not available
Introduction In:
Interactions and Language Acquisition in Non-Family Settings
Edited by Caroline Masson
[Language, Interaction and Acquisition 15:1] 2024
► pp. 13–23
Introduction

Interaction and language acquisition in non-family settings

| Université Sorbonne Nouvelle
Keywords: acquisition du langage, établissements d’accueil du jeune enfant, interactions adultes-enfants, interactions polyadiques
Article outline
  • 1.Introduction
  • 2.Diversity of interaction frameworks
  • 3.The interactions between educators and children
  • 4.The articles in this the special issue
  • Acknowledgments
  • Notes
  • Author queries
  • References
This content is being prepared for publication; it may be subject to changes.
References
Bergelson, E.
(2016) Bergelson seedlings HomeBank corpus. 10.21415Google Scholar
Berger, L. M., Panico, L., & Solaz, A.
(2021) The impact of center-based childcare attendance on early child development: evidence from the French Elfe cohort. Demography, 58(2), 419–450. DOI logoGoogle Scholar
Bertin, T., & Masson, C.
(2021) The role of dialogue and discourse co-construction in the acquisition of morpho-syntax: An interactional and dialogical process. Bakhtiniana: Revista de Estudos do Discurso, 16 1, 88–113. DOI logoGoogle Scholar
Bonifacio, S., Girolametto, L., Bulligan, M., Callegari, M., Vignola, S., & Zocconi, E.
(2007) Assertive and responsive conversational skills of Italian-speaking late talkers. International Journal of Language and Communication Disorders, 42 (5), 607–623. DOI logoGoogle Scholar
Cadima, J., Aguiar, C., Guedes, C., Wyslowska, O., Salminen, J., Slot, P., Barata, M. C., & Lerkkanen, M. K.
(2023) Process quality in toddler classrooms in four European countries. Early Education and Development, 34(7), 1565–1589. DOI logoGoogle Scholar
Cadime, I., Silva, C., Ribeiro, I., & Viana, F. L.
(2018) Early lexical development: Do day care attendance and maternal education matter? First Language, 38 (5), 503–519. DOI logoGoogle Scholar
Caenen, Y., & Virot, P.
(2023) La part des enfants de moins de 3 ans confiés principalement à une assistante maternelle ou une crèche a presque doublé entre 2002 et 2021. Études et Résultats, 1257 1. [URL]
Cameron-Faulkner, T., Lieven, E., & Tomasello, M.
(2003) A construction-based analysis of child directed speech. Cognitive Science, 27 (6), 843–873. DOI logoGoogle Scholar
Clark, H.
(2014) How to talk with children. In I. Arnon, B. Estigarribia, B., C. Kurumada, & M. Casillas (Eds.) Language in Interaction: Studies in honor of Eve V. Clark (pp. 333–352). John Benjamins Publishing Company. DOI logoGoogle Scholar
Collisson, B. A., Graham, S. A., Preston, J. L., Rose, M. S., McDonald, S., & Tough, S.
(2016) Risk and protective factors for late talking: An epidemiologic investigation. The Journal of Pediatrics, 172 1, 168–174. DOI logoGoogle Scholar
Dalgaard, N. T., Bondebjerg, A., Klokker, R., Viinholt, B. C., & Dietrichson, J.
(2022) Adult/child ratio and group size in early childhood education or care to promote the development of children aged 0–5 years: A systematic review. Campbell Systematic Reviews, 18 (2), e1239. DOI logoGoogle Scholar
Degotardi, S.
(2010) High-quality interactions with infants: Relationship with early childhood practitioners’ interpretations and qualification levels in play and routine contexts. International Journal of Early Years Education, 18 (1), 27–41. DOI logoGoogle Scholar
(2021) The language environment of infant child care: Issues of quantity, quality, participation and context. In O. N. Saracho (Ed.), Contemporary Perspectives in Early Childhood Education (p. 85–107). Cambridge Scholars Publishing.Google Scholar
De León, L., & García-Sánchez, I. M.
(2021) Language socialization at the intersection of the local and the global: The contested trajectories of input and communicative competence. Annual Review of Linguistics, 7 1, 421–448. DOI logoGoogle Scholar
de Weck, G., & Salazar Orvig, A.
(2019) L’apport des études de corpus à l’analyse de l’étayage. CORPUS, 19 1. DOI logoGoogle Scholar
de Weck, G., Hassan, R., Heurdier, J., Klein, J., & Salagnac, N.
(2021) Activities and social settings: Their roles in the use of referring expressions. In A. Salazar Orvig, G. de Weck, R. Hassan, & A. Rialland (Eds.), The acquisition of referring expressions: A dialogical approach (pp. 261–286). John Benjamins Publishing Company.Google Scholar
Evensen Hansen, J.
(2020) Characteristics of educational language practices observed in four toddler groups in Norwegian ECEC. International Journal of Early Years Education, 28 (4), 382–396. DOI logoGoogle Scholar
Gallaway, C., & Richards, B. J.
(1994) Input and interaction in language acquisition. Cambridge University Press. DOI logoGoogle Scholar
Girolametto, L., Weitzman, E., Lieshout, R. V., & Duff, D.
(2000) Directiveness in teachers’ language input to toddlers and preschoolers in day care. Journal of Speech, Language, and Hearing Research, 43 (5), 1101–1114. DOI logoGoogle Scholar
Girolametto, L., & Weitzman, E.
(2002) Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33 1, 268–281. DOI logoGoogle Scholar
Goffman, E.
(1981) Forms of talk. University of Pennsylvania Press.Google Scholar
Grobon, S., Panico, L., & Solaz, A.
(2019) Inégalités socio-économiques dans le développement langagier et moteur des enfants à 2 ans. Bulletin Épidémiologique Hebdomadaire, 1 1, 2–9. URL: [URL]
Guedes, C., Cadima, J., Aguiar, T., Aguiar, C., & Barata, C.
(2020) Activity settings in toddler classrooms and quality of group and individual interactions. Journal of Applied Developmental Psychology, 67 1, 101100. DOI logoGoogle Scholar
Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K. S., & Suma, K.
(2015) The contribution of early communication quality to low-income children’s language success. Psychological Science, 26 (7), 1071–1083. DOI logoGoogle Scholar
Hoff, E.
(2010) Context effects on young children’s language use: The influence of conversational setting and partner. First Language, 30 (3–4), 461–472. DOI logoGoogle Scholar
Holme, C., Harding, S., Roulstone, S., Lucas, P. J., & Wren, Y.
(2021) Mapping the literature on parent-child language across activity contexts: A scoping review. International Journal of Early Years Education, 30 (1), 6–24. DOI logoGoogle Scholar
Majorano, M., Cigala, A., & Corsano, P.
(2009) Adults’ and children’s language in different situational contexts in Italian nursery and infant schools. Child Care in Practice, 15 (4), 279–297. DOI logoGoogle Scholar
Marcos, H., Salazar Orvig, A., Bernicot, J., Guidetti, M., Hudelot, C., & Préneron, C.
(2004) Apprendre à parler : Influence du mode de garde. L’Harmattan.Google Scholar
Marinac, J., Ozanne, A., & Woodyatt, G.
(2004) Talking to children: The within-classroom nature of everyday adult language input in the early childhood educational environment. Advances in Speech Language Pathology, 6 (4), 237–246. DOI logoGoogle Scholar
Masek, L. R., McMillan, B. T. M., Paterson, S. J., Tamis-LeMonda, C. S., Golinkoff, R. M., & Hirsh-Pasek, K.
(2021) Where language meets attention: How contingent interactions promote learning. Developmental Review, 60 1, 100961. DOI logoGoogle Scholar
Masson, C., & Bertin, T.
(2023) De la recherche à la pratique et vice-versa : pour une linguistique impliquée avec des professionnel·les de la petite enfance. In V. Miguel-Addisu & I. Maillochon (Eds.), Vivre et parler avec de jeunes enfants en crèche. Situations langagières, postures professionnelles, formation (pp. 211–232). L’Harmattan.Google Scholar
McCartney, K.
(1984) Effect of quality of day care environment on children’s language development. Developmental Psychology, 20 (2), 244–260. [URL]
Melhuish, E. C., Mooney, A., Martin, S., & Lloyd, E.
(1990) Type of childcare at 18 months? I. Differences in interactional experience. Journal of Child Psychology and Psychiatry, 31 (6), 849–859. DOI logoGoogle Scholar
Miguel Addisu, V., Maillochon, I., Akinci, M. A., Thomas, C., Béduneau, V., & Bailleul, O.
(2023) Interactions langagières au quotidien en EAJE : une étude qualitative au Havre. In V. Miguel-Addisu & I. Maillochon (Eds.), Vivre et parler avec de jeunes enfants en crèche. Situations langagières, postures professionnelles, formation (pp. 101–121). L’Harmattan.Google Scholar
Morgenstern, A.
(2022) Children’s multimodal language development from an interactional, usage-based, and cognitive perspective. WIREs Cognitive Science, e1631. DOI logoGoogle Scholar
Morra Pellegrino, M. L., & Scopesi, A.
(1990) Structure and function of baby talk in a day-care centre. Journal of Child Language, 17 (1), 101–114. DOI logoGoogle Scholar
Ramírez-Esparza, N., García-Sierra, A., & Kuhl, P. K.
(2014) Look who’s talking: Speech style and social context in language input to infants are linked to concurrent and future speech development. Developmental Science, 17 1, 880–891. DOI logoGoogle Scholar
Ree, M., & Emilson, A.
(2019) Participation in communities in ECEC expressed in child-educator interactions. Early Child Development and Care, 190 1, 2229–2240. DOI logoGoogle Scholar
Rhyner, P. M., Guenther, K. L., Pizur-Barnekow, K., Cashin, S. E., & Chavie, A. L.
(2013) Child caregivers’ contingent responsiveness behaviors during interactions with toddlers within three daycare contexts. Communication Disorders Quarterly, 34 ( 4 ), 232–241. DOI logoGoogle Scholar
Rowe, M. L., & Snow, C. E.
(2020) Analyzing input quality along three dimensions: Interactive, linguistic, and conceptual. Journal of Child Language, 47 1, 5–21. DOI logoGoogle Scholar
Salazar Orvig, A.
(2019) Approches théoriques actuelles de l’acquisition du langage. In S. Kern (Ed), Le développement du langage chez le jeune enfant. Théorie, clinique, pratique (pp. 13–51). De Boeck.Google Scholar
Salazar Orvig, A., Marcos, H., Heurdier, J., & da Silva Genest, C.
(2018) Referential features, speech genres and activity types. In M. Hickmann, H. Jisa & E. Veneziano (Eds.), Sources of variation in first language acquisition: Languages, contexts, and learners (pp. 219–242). John Benjamins Publishing Company. DOI logoGoogle Scholar
Salazar Orvig, A., de Weck, G., Hassan, R., & Rialland, A.
(2021) The acquisition of referring expressions: A dialogical approach. John Benjamins Publishing Company. DOI logoGoogle Scholar
Salminen, J., Muhonen, H., Cadima, J., Pagani, V., & Lerkkanen, M. J.
(2021) Scaffolding patterns of dialogic exchange in toddler classrooms. Learning, Culture and Social Interaction, 28 1. DOI logoGoogle Scholar
Schaffer, H. R., & Liddell, C.
(1984) Adult-child interaction under dyadic and polyadic conditions. British Journal of Developmental Psychology, 2 1, 33–42. DOI logoGoogle Scholar
Snow, C. E.
(2017) Issues in the study of input: Finetuning, universality, individual and developmental differences, and necessary causes. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 179–193). Blackwell Publishing. DOI logoGoogle Scholar
Soderstrom, M., Grauer, E., Dufault, B., & McDivitt, K.
(2018) Influences of number of adults and adult-child ratios on the quantity of adult language input across childcare settings. First Language, 38 (6), 563–581. DOI logoGoogle Scholar
Soderstrom, M., & Wittebolle, K.
(2013) When do caregivers talk? The influences of activity and time of day on caregiver speech and child vocalizations in two childcare environments. PLoS ONE, 8 (11). DOI logoGoogle Scholar
Sperry, D. E., Sperry, L. L., & Miller, P. J.
(2019) Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development, 90 (4), 1303–1318. DOI logoGoogle Scholar
Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L.
(2001) Maternal responsiveness and children’s achievement of language milestones. Child Development, 72 1, 748–767. DOI logoGoogle Scholar
Tomasello, M.
(2003) Constructing a language: A usage-based theory of language acquisition. Harvard University Press.Google Scholar
van Schaik, S. D., Leseman, P. P., & de Haan, M.
(2018) Using a group centered approach to observe interactions in early childhood education. Child Development, 89 (3), 897–913. DOI logoGoogle Scholar
Vernon-Feagans, L., Bratsch-Hines, M. E., & Family Life Project Key Investigators
(2013) Caregiver-child verbal interactions in child care: A buffer against poor language outcomes when maternal language input is less. Early Childhood Research Quarterly, 28 (4), 858–873. DOI logoGoogle Scholar
von Suchodoletz, A., Lee, D. S., Henry, J., Tamang, S., Premachandra, B., & Yoshikawa, H.
(2023) Early childhood education and care quality and associations with child outcomes: A meta-analysis. PLoS ONE, 18 (5). DOI logoGoogle Scholar