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theses

The current study examined the differences in the amount, diversity, and functions of caregivers’ language use with their infants (14-27 months old) across three interactive contexts (book-reading, toy play, clean-up). Participants were 33 caregiver-infant dyads from low-income families. The interactions between caregivers and infants were video-recorded, transcribed, and coded. Results suggested that book-reading and toy play elicited more diverse language input from caregivers than did clean-up. In contrast, the sheer amount of language input did not differ across contexts. Additionally, caregivers used language for different functions during these interactive contexts. Although didactic language (e.g., “This is an apple.”) accounted for a significant portion of language input across all three contexts, it was used most often during book-reading, followed by toy play, then clean-up. In contrast, directive language (e.g., “Put it here!”) was used the most during clean-up, followed by toy play, then book-reading. Affirmative (e.g., “Great job!”) and corrective (e.g., “Stop!”) language was used more often during clean up than the other two contexts. These findings highlight the potential for language learning across various contexts. While some activities naturally elicit rich language input, others may preoccupy caregivers with behavioral management and task goals, making it more challenging to provide high-quality language input. Language interventions for vulnerable populations should take this into account and explore ways to overcome these barriers.

ETD_11003

M.A.

Includes bibliographical references

doi:10.7282/t3-srzk-0k04

ETD graduate

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