Abstract
As established in the previous chapter, oral fictional narratives (i.e. stories) represent complex cognitive, socio-emotional, and linguistic constructions. The challenge a preschool-age child faces when creating a “good” fictional narrative is considerably higher than producing conversational speech: As a narrator, it is required to conceptualize and coordinate a series of events with the production of connected utterances which convey character’s perspective, while only limited environmental support is offered. To assess a child’s oral language skills in a narrative context therefore allows the examiner to move beyond isolated utterances, and sheds insight into the child’s ability to use language in a decontextualized manner.
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© 2016 Springer Fachmedien Wiesbaden
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Licandro, U. (2016). Fictional Narratives in Preschool-Aged DLLs – Collection, Analysis, and Current State of Research. In: Narrative Skills of Dual Language Learners. Diversität in Kommunikation und Sprache / Diversity in Communication and Language. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-14673-3_3
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DOI: https://doi.org/10.1007/978-3-658-14673-3_3
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