Exploring Late Language Development in School-Aged Children
Which complex language elements feature in the language of school? Is there a discrepancy between the language used in math problems and text comprehension and children’s late language acquisition?
Fifty years of cross-linguistic research of first language acquisition research has established many milestones in early acquisition, most of which are typically reached before the age of 5 or 6. Since then the field has been moving towards more complex language phenomena, and found that, at school-entry age, various aspects of semantics (sentence meaning) and pragmatics (meaning in context) have not yet been fully acquired. This project reviews the state-of-the art in research on late language acquisition and contrasts this with the language of school as used in math problems, text comprehension and testing and assessment.
Santin, M. , van Hout, A. & Flecken, M. 2021. Event endings in memory and language. Language, Cognition and Neuroscience.
Martin, F., Demirdache, H., García del Real, I., van Hout, A. & Kazanina, N. 2020. Children’s non-adultlike interpretations of telic predicates across languages. Linguistics. 5, 1447-1500.
van Hout, A. 2018. On the acquisition of event culmination. In Kristen Syrett and Sudha Arunachalam (Eds) Semantics in Language Acquisition, 95-121. Amsterdam: John Benjamins Publishing Company. Trends in Language Acquisition Research series. doi.org/10.1075/tilar.24.05hou