Usually, sociodemographic factors related to the limited quality and quantity of the language input as well as the presence of language impairments are associated with a comparatively slow first or second language acquisition. However, if a follow-up study design is used instead of a cross-sectional one, such negative correlations with the pace of the language acquisition can be turned into positive ones, that is, children who acquire their first or second language under unfavorable conditions can show the best progress in the language acquisition. Up to now, this phenomenon was shown only in one study. In the current follow-up study, another sample was utilized to scrutinize the same phenomenon. For this purpose, sociodemographic and medical factors associated with the improvement in four- to five-year-old kindergarten children’s German language competence were analyzed. All children (N = 1,022) were tested with German language screenings KiSS.2 and SSV as well as with “quasi-universal” non-words in the first test session and re-tested with the school enrolment test at least six months later. Factors that contributed to a considerable improvement of German language skills were related to limited quality and quantity of the German language input (e.g., late age of German language acquisition onset) and to language(-related) impairments. This finding reflects the quick pace of the German language acquisition in children with weak German language skills due to the German language input and language courses in kindergartens. Short before school enrolment they were catching up with peers who had acquired German under favorable conditions earlier.

Authors:
Eugen Zaretsky, Marburg University, Germany
Benjamin P. Lange, IU International University Berlin, Germany
Christiane Hey, Marburg University, Germany

About the Presenter(s)
Dr. Eugen Zaretsky is currently a researcher (post-doc) at the Department of Phoniatrics and Pediatric Audiology, University of Marburg

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