Children's vs. teachers’ and parents’ agency: a case of a Serbian-English bilingual preschool model

Prošić-Santovac, Danijela; Radović, Danijela

doi:10.1080/07908318.2018.1504401

Cited by 15 publications

(3 citation statements)

References 12 publications

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“…In line with earlier reviews in different ECEC settings (Bialystok, 2018;Buysse et al, 2014), we concluded that research showed positive effects of foreign language ECEC on children's foreign language development (Bergström et al, 2016;Buyl & Housen, 2014;Cheour et al, 2002;Ferjan Ramírez & Kuhl, 2017Hidaka et al, 2012). In several studies, children mostly developed receptive skills in the foreign language (Łockiewicz et al, 2018, also see Rohde, 2010), which echoes other research in different bilingual ECEC contexts (Björklund et al, 2014;Prošić-Santovac & Radović, 2018). This might be linked to the young age of children, in which they are also still developing their first language.…”

Section: Summary Of Review Findingssupporting

confidence: 89%

The effects of foreign language programmes in early childhood education and care: a systematic review

Thieme

Hanekamp

Andringa

et al. 2021

Language, Culture and Curriculum

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This systematic review investigates the effects of foreign language programmes in early childhood education and care (ECEC), which are increasingly popular. Foreign language ECEC centres familiarise very young children with a foreign language, and in general also expose them to the majority language. This review synthesises research on the effects of foreign language ECEC on children's development of the foreign language, majority language, first language, and wellbeing, as well as programmerelated and child-related factors that influence language development and wellbeing. The reviewed studies indicate that foreign language ECEC fosters foreign language development, without negatively impacting the majority and first language. Children can experience positive wellbeing in these programmes, but only if programmes are play-based and if the language policy is not too strict. Some studies report that programme characteristics, such as input quantity, language policy, and teacher strategies, modulate the effects of foreign language ECEC on language development and wellbeing. Few of the reviewed studies examined child characteristics, but the available findings indicate that children's age, as well as their temperament and inclass behaviour, are related to foreign language learning. However, these findings need to be interpreted with caution, because research into foreign language ECEC is still in its infancy.

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Section: Summary Of Review Findingssupporting

confidence: 89%

The effects of foreign language programmes in early childhood education and care: a systematic review

Thieme

Hanekamp

Andringa

et al. 2021

Language, Culture and Curriculum

View full text Add to dashboard Cite

show abstract

“…Prošić-Santovac and Radović (2018a) focused on three stakeholders: they investigated how preschoolers, their teachers, and parents exercised their agencies in the case of a teaching model that was based on strict separation of L1 and L2. Their findings indicate that the model restricted both the teachers’ and parents’ autonomy, while the preschoolers regularly initiated communication with their L2 teacher in L1 and resorted to translation.…”

Section: Empirical Studies On Preschool Fl Programsmentioning

confidence: 99%

“…We need to know more about the ways in which teachers ensure that children comprehend input by relying on their background knowledge, L1 abilities, strategies, visuals, and the children's guessing meaning in contexts (Lugossy, 2012). Translation, used in many classrooms (e.g., Dikilitaş & Mumford, 2020; Prošić-Santovac & Radović, 2018a; Song & Lee, 2018), can take out the chill out of meaning making; how other strategies work over extended periods of time should also be researched. Teachers’ code-switching can help learners’ comprehension (Prošić-Santovac & Radović, 2018b; Scheffler & Domińska, 2018); it would be helpful to know more about how.…”

Section: Concluding Remarks Future Research and Questions Arisingmentioning

confidence: 99%

Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022

Nikolov

Djigunović

2023

Lang. Teach.

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This article offers insights into trends found in 74 empirical studies on teaching and learning a foreign language (FL) in pre-primary schools in 25 countries. The emerging picture is like that of primary-school programs: most are implemented in English, mostly owing to parents’ enthusiasm rather than evidence on long term FL benefits. Researchers focus on measurable outcomes in the FL rather than embedding studies in what early childhood education and language policies aim for: developing children not only in a FL, but also in their first language and emotional, cognitive, and social domains. A short literature review on how children learn languages and what necessary conditions include, is followed by the evidence empirical studies offer along themes found in them. Research has revealed encouraging results as well as weaknesses, whereas most authors frame their findings in positive terms. Overall, the younger the children the slower their rate of FL development. The field is dominated by FL experts; it would benefit from early childhood expertise to shift it towards the whole child. Although the increase in research is significant, more is necessary to build a model of pre-primary FL programs. A table available online complements the text.

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Private Tutoring as a Relief or Burden? Changes in Parental Beliefs About Young Children's English Learning in China

Zeng,

Yung

2024

TESOL Quarterly

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The increasing trend of early English education has promoted the rapid growth of English private tutoring (EPT) for children, which garners attention in research as a global educational phenomenon. In China, EPT for children experienced a fervent expansion under neoliberalism. However, a recent policy (Double‐Reduction Policy) has banned EPT for preschoolers (age 3–6), creating a unique context where state‐led neoliberalism prevails. This study employs narrative inquiry to investigate the changes in beliefs about young children's English learning among three Chinese parents who enrolled their children in EPT. Data were gleaned through interviews, observations, informal conversations, and collection of parent‐recorded videos and artifacts over a year of fieldwork. The findings reveal that parents hold contradictory beliefs at different times, and the belief changes were interacted inextricably with the tensions experienced by these parents, including pressure from EPT and challenges from the policy. EPT was initially perceived as relief but eventually became burdensome. This study sheds light on the dynamic and intricate nature of parental beliefs, as well as the tensions arising from the interplay between neoliberalism and policy shifts in China. The findings have implications for parents, TESOL practitioners, and policymakers who involved in English education decisions for young children.

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Children's vs. teachers’ and parents’ agency: a case of a Serbian-English bilingual preschool model

Cited by 15 publications

References 12 publications

The effects of foreign language programmes in early childhood education and care: a systematic review

The effects of foreign language programmes in early childhood education and care: a systematic review

Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022

Private Tutoring as a Relief or Burden? Changes in Parental Beliefs About Young Children's English Learning in China

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