The relationship between the language development competencies of pedagogical and teaching staff and the linguistic development of children

Johann Wolfgang Goethe-Universität Frankfurt am Main

Sprache:

Sandra Rezagholinia

Dr. Sandra Rezagholinia hat Soziale Arbeit an der Fachhochschule Frankfurt am Main und Psychologie an der FernUniversität Hagen studiert. Nach ihrem Studium arbeitete Sie zunächst als wissenschaftliche Mitarbeiterin im Fachbereich für Psychologie und Sportwissenschaften der Justus-Liebig Universität in Gießen. 2016 wechselte sie als wissenschaftliche Mitarbeiterin an das Institut für Pädagogik der Elementar- und Primarstufe der Goethe-Universität Frankfurt, wo sie ihre Promotion im Rahmen des Projekts SPRÜNGE: „SPRachförderung im Übergang KindergarteN-Grundschule Evaluieren“  2021 erfolgreich abgeschlossen hat. Aktuell arbeitet sie als Geschäftsträgerin für Kindertageseinrichtungen des Bistum Mainz.

Expertise

  • Language development of children
  • Professionalization of language development competencies of specialist and teaching staff
  • Language development at the transition from nursery to elementary school

     

Interessant für

  • Educational professionals and teachers from childcare facilities and elementary school
  • Stakeholders from educational policy
  • Academic stakeholders from the elementary and primary sector

unsplash / CDC
Sandra Rezagholinia

Dr. Sandra Rezagholinia hat Soziale Arbeit an der Fachhochschule Frankfurt am Main und Psychologie an der FernUniversität Hagen studiert. Nach ihrem Studium arbeitete Sie zunächst als wissenschaftliche Mitarbeiterin im Fachbereich für Psychologie und Sportwissenschaften der Justus-Liebig Universität in Gießen. 2016 wechselte sie als wissenschaftliche Mitarbeiterin an das Institut für Pädagogik der Elementar- und Primarstufe der Goethe-Universität Frankfurt, wo sie ihre Promotion im Rahmen des Projekts SPRÜNGE: „SPRachförderung im Übergang KindergarteN-Grundschule Evaluieren“  2021 erfolgreich abgeschlossen hat. Aktuell arbeitet sie als Geschäftsträgerin für Kindertageseinrichtungen des Bistum Mainz.

Expertise

  • Language development of children
  • Professionalization of language development competencies of specialist and teaching staff
  • Language development at the transition from nursery to elementary school

     

Interessant für

  • Educational professionals and teachers from childcare facilities and elementary school
  • Stakeholders from educational policy
  • Academic stakeholders from the elementary and primary sector

Interview

Niklas Heuser
Redakteur

In your dissertation, you are looking at the influence of teachers' language development skills on children's linguistic development. How does language development take shape in children and what can be influenced?

Sandra Rezagholinia
schreibt…
Niklas Heuser
Redakteur

In your dissertation, you are looking at the influence of teachers' language development skills on children's linguistic development. How does language development take shape in children and what can be influenced?

Sandra Rezagholinia
Doktorandin

Children's first language development begins before birth and continues until the end of nursery school and the beginning of primary school. Children seem to learn their first language almost effortlessly and automatically: first, individual words are learned, which then develop into two-word sentences, which in turn are followed by complex word combinations and sentences. Language development can be divided into different milestones and language domains (e.g. lexis, semantics, syntax, morphology), which are based on different development mechanisms. Children succeed in learning their first language under a wide variety of environmental conditions. However, it is important that the linguistic input the child receives is of high quality (i.e. varied, grammatically and lexically rich and intensive).

Niklas Heuser
Redakteur

How can the influence of teachers on children's language development be analyzed? What methods did you apply?

Sandra Rezagholinia
Doktorandin

There are various approaches to investigating the influence of language development skills on children's language development. Interviews, case vignettes, video recordings or standardized tests are used to record the language development skills of specialists and teachers. Standardized language assessment procedures have become established for recording children's language skills. I myself have chosen a mixed methods approach. I evaluated the data from the standardized online test SprachKoPFv07 at two times in order to record the theoretical knowledge and abilities (skills) of the teachers. The language development activities were evaluated at the first point in time from a sub-sample based on the use of language development techniques. The children's language level was recorded and evaluated at three points in time using the SET 5-10.

Niklas Heuser
Redakteur

What are the results of your study? Have your expectations been confirmed or were there any surprises with regard to the results?

Sandra Rezagholinia
Doktorandin

My work provides important information on possible correlations between the language development skills of specialist and teaching staff and the linguistic development of children. In particular, children with a linguistically weaker starting level seem to benefit from the support. In my view, a differentiated approach according to the individual language domains is a sensible way of investigating possible correlations and should definitely be pursued further. I never expected to be able to fully answer my research questions within the scope of my dissertation. Rather, I expected to be able to contribute to clarifying the connection between language development skills and language development, which I was able to do.

Abstract

Various studies have already shown that in particular the language development skills of educational professionals and teachers in nurseries and elementary school have a major influence on children's successful linguistic competence growth. But how exactly do the language development skills of educational professionals and teachers affect children's language development and in what way are these skills structured?

These two questions are examined in this study using different approaches. One focus is on the specific language development skills of educational professionals and teachers that have an influence on the language development of children in transition from nursery to elementary school. Furthermore, the connection between theoretical knowledge and skills about language, language development and language diagnostics on the one hand and professional action in the language development situation on the other is examined in relation to the individual language domains. In addition, the linguistic development of the children is examined in longitudinal sections, differentiated according to the individual language domains.

Keywords

Language development, language development skills, pedagogy, teacher, daycare center, elementary school, language acquisition, language diagnostics

Volltext auf OpenD

Diese Dissertation ist auf OpenD im Volltext verfügbar. Online und OpenAccess.

Jetzt lesen

Zitiervorschlag

Rezagholinia, Sandra. Der Zusammenhang zwischen den sprachförderlichen Kompetenzen pädagogischer Fach- und Lehrkräfte und der sprachlichen Entwicklung von Kindern. 2021. Johann Wolfgang Goethe-Universität Frankfurt am Main.

Identifikatoren

https://doi.org/10.36197/OPEND.2023.002