3e International Research on Language Acquisition

How young children acquire languages beyond their primary language has been an ongoing research focus at 3e International since 2006. Study methodology includes longitudinal observations of children in both the Chinese and Western contexts. Of interest is children's motivation to acquire the new language, behaviors during the period when receptive vocabulary is being built, and the length of time before children begin to express themselves in the language. Also of interest are:

• Language-oriented activities teachers devise to provide meaningful and useful academic support to the language learner
• Children's reactions and interest in particular activities and materials
• Peer interaction during the various phases of language acquisition
• Ways in which young children support and learn from each other
• Strategies teachers can use to promote positive peer interaction
• Elements in the classroom and school community that provide the best possible learning climate

Also included in the study methodology is the use of two standardized tests. The Peabody Picture Vocabulary Test-IV (PPVT-IV) is used to measure receptive vocabulary and is given in the fall and spring to all preschoolers through elementary grades. In the Chinese classrooms, teachers rate children's developing Mandarin language on a scale from 1-6 (1=Does Not Yet Express Self in Mandarin to 6=Able to Use Academic Language Functionally in Mandarin). The Social Competence Behavior Inventory (SCBE) is also completed bi-annually by teachers to measure how comfortable children are in the Chinese and Western classroom, how they interact with the teachers, and how they interact with their peers.

Beginning with the launching of Grade 1 in 2008/2009, we began to examine any confusions experienced by children who are learning Pinyin and phonics in the first grade, and a paper will be authored about those findings after completion of the 2009 school year.

Findings from our studies over the past 3 years have been presented in various countries in Africa, Dubai, Hungary, The Czech Republic, and the U.S. Papers published are available in PDF below. For any questions about ongoing research or your child's involvement, please contact Dr. Anne K. Soderman, primary investigator (soderman@msu.edu).

We have appreciated the participation of 3e families in our research, which contributes new information about young language learners and the teaching of languages to the fields of early childhood development, early childhood education, and literacy and language acquisition. All research is in accordance with requirements set forth by Michigan State University's Committee for Research on Human Subjects (UCRHS).

	Language Immersion Programs for Young Children? Language Immersion Programs for Young Children? Yes . . . But Proceed with Caution   Young children can benefit from dual-language immersion programs that are developmentally appropriate.   By Anne K. Soderman   > Download (PDF) read more...
	Bridging Two Languages Engaging Activities for Bilingual Immersion Programs By: Anne K. Soderman, Betty L. Wescott, and Shen Jie > Download (PDF) read more...
	Social and Cultural Contexts of Second Language in Young Children By: Anne K. Soderman and Toko Oshio > Download (PDF) read more...