How families use speech and action to talk together: Evidence base for the poster information

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Using speech and actions supports children’s language learning

Clark, Eve V., and Barbara F. Kelly. “Constructing a system of communication with gestures and words.” In A. Morgenstern, & S. Goldin-Meadow (Eds.), Gesture in language: Development across the lifespan (2022): 137–156. De Gruyter Mouton.

Kelly, Barbara F. The development of constructions through early gesture use. In E. Clark, & B. F. Kelly (Eds.), Constructions in acquisition. (2006): 47–68. CSLI Publications

Morgenstern, Aliyah. “Children’s multimodal language development from an interactional, usage-based, and cognitive perspective.” Wiley Interdisciplinary Reviews: Cognitive Science 14, no. 2 (2023): e1631.: 14(2). https://doi.org/10.1002/wcs.1631

O’Shannessy, Carmel, Jennifer Green, Vanessa Davis, Jessie Bartlett, Alice Nelson, Ashleigh Jones, and Denise Foster. “Multimodal strategies for engaging young Arrernte and Warlpiri children in storytelling and play.” Australian Journal of Linguistics (2025): 1-26. https://doi.org/10.1080/07268602.2025.2514175

Talking with young children supports their pre-literacy development

Brice-Heath, Shirley. What no bedtime story means: Narrative skills at home and school. Languagein Society, (1982): 11(1), 49–76. https://doi.org/10.1017/S0047404500009039

Beaupoil-Hourdel, Pauline. Telling stories multimodally: What observations of parent–child shared book-reading activities can bring to L2 kindergarten teachers’ training. In B. Dupuy, & M. Grosbois (Eds.), Language learning and professionalization in higher education: Pathways to preparing learners and teachers in/for the 21st century (2020): 1st ed., 167–198. Research-publishing.net.

A resource about hand signs in Indigenous languages in Australia

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