Researcher:
Vegter, Serpil Demir

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Teaching Faculty

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Serpil Demir

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Vegter

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Vegter, Serpil Demir

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2014 - 20162

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Researcher Of Publications: search.filters.isAuthorOfPublication.7e6bb370-82d3-400a-a35b-75c632297677

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    Academic language in shared book reading: parent and teacher input to mono- and bilingual preschoolers
    (Wiley, 2016) Aarts, Rian; Kurvers, Jeanne; Henrichs, Lotte; N/A; Vegter, Serpil Demir; Teaching Faculty; N/A; N/A
    The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic complexity, and abstractness. The AL features in the input of mothers varied considerably among individuals, were strongly intercorrelated and stable over time, and were positively related to children's language skills. For Turkish children, input in Turkish was related to vocabulary in Dutch as well. Compared to mothers, teachers provided input that was more academic. The teachers of the Turkish group used more abstract language but relatively less lexically diverse and syntactically complex talk than the teachers of the Dutch group. By simplifying their language lexically and syntactically, teachers might provide impoverished input to children learning Dutch as a second language.
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    Lexical richness in maternal input and vocabulary development of Turkish preschoolers in the Netherlands
    (Springer/Plenum Publishers, 2014) Aarts, Rian; Kurvers, Jeanne; N/A; Vegter, Serpil Demir; Teaching Faculty; N/A; N/A
    The present study examined lexical richness in maternal input to Turkish preschool children in the Netherlands and the relationship with their vocabulary. Fifteen Turkish mother-child dyads were videotaped at the age of 3 and 4 in three settings: book reading, picture description and block building. Children's vocabulary in Turkish was measured at the age of 3 and 4 and in Dutch at the age of 5;10. The lexical richness of the input was analysed both quantitatively (tokens) and qualitatively on diversity, density, and sophistication. The results indicate that lexical richness varied largely among mothers, which could partially be attributed to their SES levels and literacy practices. Furthermore, lexical richness differed between the settings, with the highest richness in the book setting. More importantly, lexical richness in maternal input related to the vocabulary of children in L1 (Turkish) and in the longer run also to L2 (Dutch). Quality of the input (diversity, density and sophistication) turned out to be more influential than quantity.