Input and participation frameworks in early childhood

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ID: 325377
2026
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Abstract
Abstract This chapter provides a selective review of language socialization (LS) research in early childhood, as well as relevant research in adjacent fields, to critically discuss the different ways in which concepts and analytical categories, such as input and participation frameworks, have been further theorized (or not) since the original formulation of the LS framework. A central argument is that as LS studies have turned to examine the ideological dynamics at play in bilingual/multilingual communities undergoing language shift, most developmental questions related to whether and how children learn from the language(s) around them have remained untheorized, which has inadvertently made space for the return of some psycholinguistic assumptions about input and language acquisition originally problematized by the LS framework. The chapter ends with a brief discussion of current interdisciplinary conversations where an expanded view of input may be especially needed to avoid deficit views of children, their families, and their communities.
Reference Key
openalex_W7203836770 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Nadxieli Toledo Bustamante
Journal Oxford University Press eBooks
Year 2026
DOI
10.1093/oxfordhb/9780198873174.013.0002
URL
https://doi.org/10.1093/oxfordhb/9780198873174.013.0002
Keywords Keywords not found

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