Amount, diversity and density of words in book reading dialogues with preschool teachers and children with Norwegian language-majority and -minority backgrounds

The aim of the study is to identify differences and similarities in how many and what type of words kindergarten teachers and children use in a group reading situation, depending on whether the child has a majority or minority language background.  The research questions are: To what extent are there similarities and/or differences in a) the number of words, b) the diversity of words, and c) the range of content words used by children–adult pairs of minority language children and kindergarten teachers compared to children–adult pairs of majority language children and kindergarten teachers?

The kindergarten teachers who read together with majority-language children tended to use more words, several different types of words and a greater proportion of content words (verbs, nouns, adverbs and adjectives) compared to kindergarten teachers who read with minority language children. The results indicate that there may be differences in the variation and number of words that children from minority and majority-language backgrounds hear and use in kindergarten. However, the results do not indicate whether or how these differences are beneficial for second language learning.

The sample consists of 14 kindergarten teachers and 14 five-year-old kindergarten children, one half of the children has a minority language background, while the other half has Norwegian as their mother tongue. All the children had been in kindergarten for at least a year and the kindergarten teachers who read to the children knew them well. All child-adult pairs were given the same picture book. The researchers counted the number of words used during the reading session, as well as the types of words both children and adults used.

Karlsen, J., Røe-Indregård, H., Wold, A. H. & Hagtvet, B. (2019). «Amount, diversity and density of words in book reading dialogues with preschool teachers and children with Norwegian language-majority and -minority backgrounds”.  RASK - Internasjonalt tidsskrift for språk og kommunikasjon, 49(1):49-66.