Aspects of Teachers' Language and Communication Support in Swedish Preschools after a Second Phase of Implementation

Autor/in	Nordberg, Ann
Titel	Aspects of Teachers' Language and Communication Support in Swedish Preschools after a Second Phase of Implementation
Quelle	In: Early Child Development and Care, 192 (2022) 7, S.1108-1118 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nordberg, Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1841181
Schlagwörter	Foreign Countries; Preschool Teachers; Native Language Instruction; Child Language; Language Acquisition; Syntax; Semantics; Discussion; Observation; Classroom Communication; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Native language education; Muttersprachlicher Unterricht; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Semantik; Diskussion; Beobachtung; Klassengespräch; Schweden
Abstract	The aim was to investigate the staff's language support towards children in Swedish preschools after eight weeks of structured language support. This study took place after an initial study of six weeks' language support. To identify support of Language Learning Environment, Opportunities and Interactions an observation-tool was used. Structured collegial discussions took place about language support strategies. The staff often engaged the children in structured conversations with adults and peers but seldom facilitated interactive book reading. The interactions were now more focused on general learner needs than on advanced language learning such as introducing new complex syntactic and semantic constructions. The staff's reflections showed that the discussions about the Language Environment items were intertwined with ideas about how to use these items to increase language opportunities and interactions. Accordingly, the staff's work with language support towards the children had further developed after two phases of professional language support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01