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The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children

Anneleen Boderé, Eline Zenner, Marieke Vanbuel (UGent) , Noel Clycq and Kris Van den Branden
(2024) JOURNAL OF CHILD LANGUAGE. 51(2). p.314-338
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Abstract
Research shows that infants and preschoolers can learn novel words equally well through addressed speech as through overhearing two adults. However, most of this research draws from samples of ethnic majority children. The current study compares word learning in preschoolers (M age = 5;6) with an ethnic minority and an ethnic majority background (N = 132). An experimenter of the majority group (representative for most teachers in Flemish education) told a story in three different interaction situations: Addressed Speech, Overhearing Classroom and Overhearing Two Adults. Results show that children of both ethnic groups learn novel words in Addressed Speech and in Overhearing Classroom equally well. However, minority children learned significantly fewer words in Overhearing Two Adults. This study suggests important differences in how ethnic majority and minority children learn through indirect speech in educational (monolingual) settings. In addition, the study scrutinizes the potential role of social identification in overhearing mechanisms.
Keywords
word learning, overhearing, direct and indirect speech, LANGUAGE, WORDS, INSTRUCTION, IDENTITY, ACCENT, RACE

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Citation

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MLA
Boderé, Anneleen, et al. “The Effects of Overhearing on Vocabulary Learning in Ethnic Majority and Minority Preschool Children.” JOURNAL OF CHILD LANGUAGE, vol. 51, no. 2, 2024, pp. 314–38, doi:10.1017/S0305000922000769.
APA
Boderé, A., Zenner, E., Vanbuel, M., Clycq, N., & Van den Branden, K. (2024). The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children. JOURNAL OF CHILD LANGUAGE, 51(2), 314–338. https://doi.org/10.1017/S0305000922000769
Chicago author-date
Boderé, Anneleen, Eline Zenner, Marieke Vanbuel, Noel Clycq, and Kris Van den Branden. 2024. “The Effects of Overhearing on Vocabulary Learning in Ethnic Majority and Minority Preschool Children.” JOURNAL OF CHILD LANGUAGE 51 (2): 314–38. https://doi.org/10.1017/S0305000922000769.
Chicago author-date (all authors)
Boderé, Anneleen, Eline Zenner, Marieke Vanbuel, Noel Clycq, and Kris Van den Branden. 2024. “The Effects of Overhearing on Vocabulary Learning in Ethnic Majority and Minority Preschool Children.” JOURNAL OF CHILD LANGUAGE 51 (2): 314–338. doi:10.1017/S0305000922000769.
Vancouver
1.
Boderé A, Zenner E, Vanbuel M, Clycq N, Van den Branden K. The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children. JOURNAL OF CHILD LANGUAGE. 2024;51(2):314–38.
IEEE
[1]
A. Boderé, E. Zenner, M. Vanbuel, N. Clycq, and K. Van den Branden, “The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children,” JOURNAL OF CHILD LANGUAGE, vol. 51, no. 2, pp. 314–338, 2024.
@article{01HBR1SWV6BSW22TV34TQ68CN0,
  abstract     = {{Research shows that infants and preschoolers can learn novel words equally well through addressed speech as through overhearing two adults. However, most of this research draws from samples of ethnic majority children. The current study compares word learning in preschoolers (M age = 5;6) with an ethnic minority and an ethnic majority background (N = 132). An experimenter of the majority group (representative for most teachers in Flemish education) told a story in three different interaction situations: Addressed Speech, Overhearing Classroom and Overhearing Two Adults. Results show that children of both ethnic groups learn novel words in Addressed Speech and in Overhearing Classroom equally well. However, minority children learned significantly fewer words in Overhearing Two Adults. This study suggests important differences in how ethnic majority and minority children learn through indirect speech in educational (monolingual) settings. In addition, the study scrutinizes the potential role of social identification in overhearing mechanisms.}},
  author       = {{Boderé, Anneleen and Zenner, Eline and Vanbuel, Marieke and Clycq, Noel and Van den Branden, Kris}},
  issn         = {{0305-0009}},
  journal      = {{JOURNAL OF CHILD LANGUAGE}},
  keywords     = {{word learning,overhearing,direct and indirect speech,LANGUAGE,WORDS,INSTRUCTION,IDENTITY,ACCENT,RACE}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{314--338}},
  title        = {{The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children}},
  url          = {{http://doi.org/10.1017/S0305000922000769}},
  volume       = {{51}},
  year         = {{2024}},
}
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