Maria-Llanos Luque Sánchez
Department of Social Psychology, Faculty of Psychology
University of The Basque Country (UPV/EHU)
|Type of Study:||longitudinal|
|Media type:||video at CMU, not digitized|
In accordance with TalkBank rules, any use of data from this corpus must be accompanied by at least one of the above references.
These data were collected, transcribed, coded and analyzed by Maria-Llanos Luque. They are a part of a larger corpus from Maria-Llanos Luque’s doctoral thesis entitled “Adquisición-aprendizaje del Euskara a través de la inmersión total precoz (2-4 años): Análisis psico-socio-lingüístico-pedagógico” directed by Maria-Jose Azurmendi (University of Basque Country). This research project has received support from Basque Government’s Department of Education, Universities and Research (BFI94.101, Mod.AE). These transcripts are adapted and analyzed in the research project entitled “Adecuación y adaptación del Modelo psico-socio-lingüístico-pedagógico de adquisición-aprendizaje del euskara, a través de la inmersión total precoz (2-4 años)” carried out by Maria-llanos Luque and directed by Maria-Jose Azurmendi (University of Basque Country), and Elisabet Serrat (University of Girona). This research project is awarded by Basque Government’s Department of Education, Universities and Research (BFI03.338, Mod.DE).
This corpus contains the transcripts from a longitudinal study of 38 children schooled in preschool (at age 2 and 3) in D-education model (totally in Basque) from the Autonomous Community of the Basque Country (Bizkaia). In both Basque and Spanish, 11 children started school at age 2 and 8 at age 3. Data collection with those who began at age 2 occurred in January and February 1996 (Visit 1) with a follow-up in May and June (Visit 2). The same pattern was followed in 1997 for the total sample for Visits 3 and 4.
The communicative interaction was videotaped during two complete and consecutive mornings in each classroom from three schools. All participants in this context are pupils from classroom (selected children from sample and the rest of children). Two contexts are distinguished in this situation:
“Corro”: children are placed in semicircle, looking at the blackboard and the teacher. This situation is repeated during the class day: in the morning welcome, having breakfast, when the teacher shows a story book, numbers, colors, etc. These activities are carried out as a ‘formal’ teaching.
“Txokos”: children play in txokos or corners. They are grouped in the different corners. During a fixed time, they do different activities in the corners: painting, drawing, puzzles, theatre, clay, etc. All the children do all the activities.
The communicative interaction was videotaped during 20 minutes. The researcher plays with each child in individual play sessions. Moreover, each child tells a well-known story book (Red Riding Hood).
|1ª application||3ª application||4ª application|
|Subject age||2 years old||3 years old||3 y 4 years old|
|1.1 Txoko |
|1.2 Corro |
Symbols added for coding these data: