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Special Issue "How to Contribute to Children's and Adolescent’s Language and Communication Development"
A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Global and Public Health".
Deadline for manuscript submissions: 30 June 2023 | Viewed by 1540
Special Issue Editor
Interests: psycholinguistics; educational psychology; oral language; teacher education; early intervention; inclusion; disability; professional development
Special Issue Information
The family and the school are the first and often the most vital environments for child linguistic development. Given that the school is the child’s second social group, it is likely that the child’s learning and language development and socialization are highly influenced by their teachers and other children. The presence of risk factors or barriers in children and families, such as vulnerability, disability, and poverty, may threaten child language development. However, it is equally important to note that protective factors and strengths in the family and school context, such as the quality and quantity of exposition in bilingual or multilingual environments, conversational and participative activities, and specific strategies, can promote cultural identity and positive child language development.
Although there is a growing body of research on oral language development and its relation with family and school activities and specific interactions in these contexts, much remains to be learned about the ways in which some conditions and aspects (bilingualism, multilingualism, disability, vulnerability, immigration status, gender perspective, race/ethnicity, etc.) interact with each other to shape child and adolescent oral language development over time. Further, we need to better understand how the interactions in the family and school context can be improved in order to contribute to fostering oral language development at different educational levels (from kindergarten to secondary education).
This Special Issue will be devoted to understanding the unique and combined effects of family risk or barriers and protective factors and the characteristics of the interactions in the family and school context on child and adolescent oral language development and different intervention proposals in terms of teachers’ development processes (i.e., collaborative and reflective perspective) or family participation in collaborative processes (i.e., family-centered practices) to fostering oral language development. Both reviews and original research (qualitative, quantitative, and mixed-methods studies) will be considered for publication.
I look forward to receiving your contributions.
Dr. Marta Gràcia
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- risk factors
- protective factors
- communicative and linguistic interaction
- oral language development
- family centered practices
- teacher development programs
- developmental language disorders
- reflective collaboration
- language development