Background and motivation What is the variability in early linguistic experiences? How is it related to child language development? In the past four decades, studies conducted from a variety of theoretical perspectives have reached a consensus on the centrality of the context in learning both language forms and uses. Indeed, the studies, most of which have been performed with English-speaking children and in urban environments, have provided extensive evidence of the impact of different contextual factors on language development. In particular, they have noted the importance of the phonological, lexical, syntactic and pragmatic characteristics of the language targeted at the child. Some more recent studies have pursued new avenues of inquiry on this topic. On the one hand, the consideration of socioeconomic differences in English-speaking populations has revealed substantial variability in child linguistic experiences, as well as differences in some aspects of language development. The evidence on the role of the environment highlighted the importance of paying attention to socioeconomic differences in other populations. Likewise, they led to the identification of other cultural characteristics which shape the developmental environments and the analysis of their impact on child language. On the other hand, the importance of tackling the challenge entailed in broadly defining the context of language development has been claimed from different theoretical and methodological vantage points. Considering different semiotic modes — gestures, eye contact, body position — which are interwoven with words in achieving a particular activity may enable us to view aspects of the development process in different environments in an ecological and more valid way. This call for submissions emerges from the interest in encouraging studies that take a variety of theoretical and methodological perspectives to examine child linguistic development in these new directions.

中文翻译：

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儿童语言和发展环境/儿童语言和发展环境

背景和动机早期语言经验的变异性是什么？它与儿童语言发展有什么关系？在过去的四十年中，从各种理论角度进行的研究已就上下文在学习语言形式和用法方面的中心性达成了共识。确实，大多数研究是针对讲英语的儿童并在城市环境中进行的，这些研究提供了广泛的证据，说明了不同背景因素对语言发展的影响。他们尤其注意到针对儿童的语言的语音，词汇，句法和语用特征的重要性。最近的一些研究已经探索了关于该主题的新途径。一方面，对讲英语的人群的社会经济差异的考虑表明，儿童的语言体验存在很大差异，并且在语言发展的某些方面也存在差异。有关环境作用的证据突出了注意其他人群的社会经济差异的重要性。同样，他们导致了其他文化特征的形成，这些特征会影响发展环境并分析其对儿童语言的影响。另一方面，从不同的理论和方法学观点出发，已经提出了应对广泛定义语言发展环境所面临的挑战的重要性。考虑不同的符号模式-手势，目光接触，身体姿势-在实现特定活动时与词语交织在一起，可以使我们以生态且更有效的方式查看不同环境中发展过程的各个方面。这种呼吁提交的兴趣来自对鼓励研究的兴趣，这些研究采用各种理论和方法论的角度来研究这些新方向上的儿童语言发展。