Creating and Evaluating a Foreign Language Area in an Early Childhood Setting

Autor/inn/en	Waddington, Julie; Coto Bernal, Sandra; Siqués Jofré, Carina
Titel	Creating and Evaluating a Foreign Language Area in an Early Childhood Setting
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 3, S.334-346 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1462998
Schlagwörter	Second Language Learning; Early Childhood Education; Preschool Children; Correlation; Qualitative Research; Holistic Approach; Second Language Instruction; Play; Language Usage; Teacher Student Relationship; Interaction Process Analysis; English (Second Language); Foreign Countries; Observation; Interviews; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Qualitative Forschung; Holistischer Ansatz; Fremdsprachenunterricht; Spiel; Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung; Prozessanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Beobachtung; Interviewing; Interviewtechnik; Spanien
Abstract	Despite the growing tendency to introduce a foreign language in early years settings, little guidance is provided for practitioners in government steering documents or in the published literature. This article aims to bridge this gap by presenting a study which considers the importance of deploying the holistic approaches used in early years settings when introducing a foreign language. It focuses particularly on the creation and evaluation of a foreign language area as a strategy to help strike a balance between structured teacher-led instruction and the free play and interaction essential at this stage. The results of an interpretative qualitative study with a group of 4-year-olds show a positive correlation between the language used in the teacher-led sessions and children's interactions during free play in the newly created learning area. The results will be of interest to all practitioners aiming to introduce a foreign language in early years settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01