Many Languages, One Teacher: Supporting Language and Literacy Development for Preschool Dual Language Learners

Autor/inn/en	Magruder, Elizabeth S.; Hayslip, Whitcomb W.; Espinosa, Linda M.; Matera, Carola
Titel	Many Languages, One Teacher: Supporting Language and Literacy Development for Preschool Dual Language Learners
Quelle	In: Young Children, 68 (2013) 1, S.8-12 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Literacy; English (Second Language); Observation; Language Acquisition; Group Activities; Language Teachers; Bilingual Teachers; Preschool Children; Early Childhood Education; Second Language Learning + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Beobachtung; Sprachaneignung; Spracherwerb; Gruppenaktivität; Language teacher; Sprachunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Zweitsprachenerwerb
Abstract	While children in a classroom of 4-year-olds are actively engaged during center-based learning, a small group begins constructing a tower using blocks of all sizes. Jose, Cindy, and Thomas are all at different stages of language development. Jose is a dual language learner (DLL) in the early stages of English language acquisition; Cindy is a DLL who speaks both Spanish and English at home; and Thomas is a native English speaker. From this interaction, Mrs. Blakley learns that this small group activity provides the time, space, and materials for the children to understand and practice key vocabulary through engaging and meaningful play. This observation will guide her future decisions about targeted instruction for language development. While some of the children have been identified as DLLs, Mrs. Blakley has determined through ongoing observation and child assessments that most of the children will need focused support in language development. She needs to intentionally design lessons, activities, and interactions that capitalize on the linguistic knowledge the children bring with them while she systematically fosters English language development. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://www.naeyc.org/yc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10