Supporting Young Spanish Speaking English Learners through Teacher Scaffolding and Reciprocal Peer Tutoring

Autor/inn/en	Xu, Yaoying; Chen, Chin-Chih; Spence, Christine; Washington-Nortey, Melissa; Zhang, Fa; Brown, Amber
Titel	Supporting Young Spanish Speaking English Learners through Teacher Scaffolding and Reciprocal Peer Tutoring
Quelle	In: Early Child Development and Care, 192 (2022) 8, S.1324-1336 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Yaoying) ORCID (Chen, Chin-Chih) ORCID (Spence, Christine) ORCID (Zhang, Fa) ORCID (Brown, Amber)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1874944
Schlagwörter	Spanish Speaking; English Language Learners; Peer Teaching; Literacy; Scaffolding (Teaching Technique); School Readiness; Sociocultural Patterns; English (Second Language); Second Language Learning; Second Language Instruction; Interpersonal Competence; Teaching Methods; Preschool Children; Preschool Education; Kindergarten; Peer Relationship; Academic Achievement; Achievement Gap; Transfer of Training; Native Language; Instructional Materials + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Alphabetisierung; Schreib- und Lesefähigkeit; Readiness for school; School ability; Schulreife; Soziokulturelle Theorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Interpersonale Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Peer-Beziehungen; Schulleistung; Training; Transfer; Ausbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Young English learners (ELs) whose home language is Spanish continue to lag behind in several school readiness areas including language and literacy skills in spite of their strong social skills, which are positively related to language and literacy. The purpose of this article is to identify challenges that preschool Spanish speaking ELs face, explore theoretical underpinnings of context-based instructional models, and discuss implications for research, practice, and policy making. Based on sociocultural theory and social transactional theory, we propose a conceptual framework that consists of embedding a teacher-scaffolded instruction within reciprocal peer mediated interactions to promote preschool Spanish speaking ELs' English language and literacy skills for kindergarten readiness. Given the transactional nature of peer tutoring, we hypothesize that children receiving the scaffolded reciprocal peer tutoring will have increased social interaction. Additionally, we expect a mediating effect of children's social interaction on their language and literacy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01