Many Western industrialized nations have high levels of ethnic diversity but to date there are very few studies which investigate prelinguistic and early language development in infants from ethnic minority backgrounds. This study tracked the development of infant communicative gestures from 10 to 12 months (n = 59) in three culturally distinct groups in the United Kingdom and measured their relationship, along with maternal utterance frequency and responsiveness, to vocabulary development at 12 and 18 months. No significant differences were found in infant gesture development and maternal responsiveness across the groups, but relationships were identified between gesture, maternal responsiveness, and vocabulary development. The data consists of: 1) ELAN transcripts of mother-infant interaction across three cultural groups within the UK (Bengali, Chinese, and English). The dyads were recorded while engaging in a point elicitation activity and free play when the infants were 10,11, and 12 months old (see table 1 for file labelling conventions used in the dataset). 2) Maternal self report vocabulary scores for the infants at 12 and 18 monthsThe International Centre for Language and Communicative Development (LuCiD) will bring about a transformation in our understanding of how children learn to communicate, and deliver the crucial information needed to design effective interventions in child healthcare, communicative development and early years education. Learning to use language to communicate is hugely important for society. Failure to develop language and communication skills at the right age is a major predictor of educational and social inequality in later life. To tackle this problem, we need to know the answers to a number of questions: How do children learn language from what they see and hear? What do measures of children's brain activity tell us about what they know? and How do differences between children and differences in their environments affect how children learn to talk? Answering these questions is a major challenge for researchers. LuCiD will bring together researchers from a wide range of different backgrounds to address this challenge. The LuCiD Centre will be based in the North West of England and will coordinate five streams of research in the UK and abroad. It will use multiple methods to address central issues, create new technology products, and communicate evidence-based information directly to other researchers and to parents, practitioners and policy-makers. LuCiD's RESEARCH AGENDA will address four key questions in language and communicative development: 1) ENVIRONMENT: How do children combine the different kinds of information that they see and hear to learn language? 2) KNOWLEDGE: How do children learn the word meanings and grammatical categories of their language? 3) COMMUNICATION: How do children learn to use their language to communicate effectively? 4) VARIATION: How do children learn languages with different structures and in different cultural environments? The fifth stream, the LANGUAGE 0-5 PROJECT, will connect the other four streams. It will follow 80 English learning children from 6 months to 5 years, studying how and why some children's language development is different from others. A key feature of this project is that the children will take part in studies within the other four streams. This will enable us to build a complete picture of language development from the very beginning through to school readiness. Applying different methods to study children's language development will constrain the types of explanations that can be proposed, helping us create much more accurate theories of language development. We will observe and record children in natural interaction as well as studying their language in more controlled experiments, using behavioural measures and correlations with brain activity (EEG). Transcripts of children's language and interaction will be analysed and used to model how these two are related using powerful computer algorithms.

The mother-infant pairs took part in two activities when the infants were aged 10, 11 and 12 months. The sessions were held in local community centres. The first activity, based on Liszkowski & Tomasello, (2011) aimed to elicit pointing gestures from the infant. The mother carried her infant on her hip and walked by a brightly decorated wall for five minutes. Next the dyads took part in two ten-minute free play sessions on the floor which aimed to elicit HoG gestures from the infants (Cameron-Faulkner et al., 2015). The research assistants recorded the sessions with handheld video cameras from the corner of the room. Data collection resulted in 177 data points and 74 hours of recordings. Maternal self report questionnaires: In order to measure the vocabulary development of our infant participants we used three versions of the MacArthur Communicative Development Inventory Words and Gestures (CDI) which is designed for use with infants aged 8-18 months (Fenson et al., 1994). The CDIs were administered in face-to-face interviews between the mother and the research assistant in order to ensure that issues relating to literacy levels did not affect the completion of the questionnaire. Both the comprehension and production scores were used in the current study.