Preparing Teachers for Early Language Education

Alstad, Gunhild Tomter

doi:10.1007/978-3-030-91662-6_22

Cited by 3 publications

(3 citation statements)

References 54 publications

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“…In addition, the alternative hypothesis validates that teachers' practices have positive effects on children's acquired literacy skills. Via their teaching practices, teachers are responsible for overcoming children's conversational challenges by analyzing their entry behavior and working to build and develop literacy skills [38][39][40]. Teachers should involve children in frequent pronunciation activities to construct oral skills.…”

Section: Discussionmentioning

confidence: 99%

“…This challenge is particularly pronounced during the coronavirus pandemic, which has reduced students' interaction time with peers and teachers, diminishing children's cognitive abilities to learn both written and spoken skills in an active learning environment [36,37]. Consequently, according to the authors of [38][39][40], observing and assessing children's learning levels may assist in designing better literacy environment classrooms. This involves physical manipulation and teacher practices, providing suitable educational materials and games, and improving teaching practices, such as the use of play in building literacy skills-all of which contribute to helping children acquire literacy skills effectively.…”

Section: Children's Acquisition Of Literacy Skillsmentioning

confidence: 99%

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Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

Alsubaie

2024

Education Sciences

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The primary focus of this study is to explore the relationship between the early childhood literacy classroom environment and teachers’ practices to promote an understanding of their influence on Arabic-speaking children’s acquisition of literacy skills. This study utilizes a quantitative methodological approach, whereby null and alternative hypotheses were formulated to examine the association between Arabic-speaking children’s acquisition of literacy skills and the early childhood literacy classroom environment. Data analysis was conducted using a statistical technique known as structural equation modeling. The results of this study indicate that the literacy classroom environment, teachers’ practices, and Arabic-speaking children’s acquisition of literacy skills affect each other and have an evidence-based interrelationship. Based on this relationship, the results and recommendations of this study may be considered inspirational ideas for teachers, researchers, and decision-makers working in early childhood who seek to make positive educational changes in this field.

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Section: Discussionmentioning

confidence: 99%

Section: Children's Acquisition Of Literacy Skillsmentioning

confidence: 99%

Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

Alsubaie

2024

Education Sciences

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“…viser også at laerere ofte tillater flerspråklige praksiser i stedet for å fremme dem aktivt. Tatt i betraktning alt dette, blir barnehageansattes holdninger og kompetanse avgjørende for å implementere språkpolitiske føringer og for å utnytte transspråklige praksiser til sitt fulle potensial.Internasjonal forskning viser også at det er et viktig mål å øke kunnskapen om flerspråklig didaktikk for å heve kompetansen på dette feltet(Alstad, 2022;Duarte et al, 2020;Fredriksson & Eneflo, 2019). Denne kunnskapsoversikten viser at holdninger til flerspråklige praksiser i nordiske barnehager er lite undersøkt i nordisk barnehagekontekst.…”

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Transspråklige praksiser i nordiske barnehager: en kunnskapsoversikt

Tkachenko

2024

nbf

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De siste årene har begrepet transspråking vært i forskningens søkelys, og forskere har både utviklet dette begrepet teoretisk og undersøkt det empirisk i ulike utdanningskontekster. Likevel er det behov for mer kunnskap om flerspråklig didaktikk, og flere studier rapporterer om lærernes usikkerhet og behov for kompetanseheving. Målet for denne artikkelen er å systematisere empiriske studier publisert mellom 2010 og 2022 som beskriver flerspråklige praksiser i nordisk barnehagekontekst. Femti studier er inkludert i kunnskapsoversikten og analysert for å beskrive state-of-the-art på forskningsfeltets fagfront. Analysen viser hvilke metoder som har blitt brukt i relevante empiriske studier, i hvilke barnehagekontekster og barnehagesituasjoner flerspråklige praksiser har blitt beskrevet, hvilke temaer som har blitt viet oppmerksomhet og hvordan slike praksiser blir møtt av ulike aktører. ENGLISH ABSTRACT Translanguaging practices in Nordic ECEC: A review of research In recent years, the concept of translanguaging has been in the research spotlight, and researchers have developed this concept theoretically and investigated it empirically in various educational contexts. However, there is a need for more knowledge about multilingual teaching practices, and teachers’ uncertainty reported on in some studies calls for more competence development in this field. The aim of this paper is to systematize empirical studies published between 2010 and 2022 that describe multilingual practices in the Nordic early childhood education and care (ECEC) context. Fifty studies are included and analysed in this scope review to provide the state-of-the-art in the field. The analysis reveals the methods used in relevant empirical studies, the ECEC contexts and situations in which multilingual practices have been described, the topics that have received attention, and how such practices are perceived by different stakeholders.

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Análisis de la formación universitaria española para impartir una lengua extranjera en Educación Infantil

Andúgar Soto,

Corral Robles,

Cortina Pérez

2024

Didáctica

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El sistema educativo español está gestionado por 19 Consejerías de Educación, cada una de las cuales corresponde a uno de los gobiernos regionales y a las dos ciudades autónomas del país. Pese a que las funciones centrales de regulación y coordinación corresponden al Ministerio de Educación, Cultura y Deporte (MECD), los gobiernos autonómicos son los encargados de garantizar la oferta formativa universitaria. Esto representa un mosaico de realidades diferentes, caracterizado por una combinación muy creciente de universidades públicas y privadas con capacidad para definir sus propios planes de estudio que influyen irremediablemente en lo que son y deben ser los profesores. Este estudio se focaliza en la formación universitaria ofertada a los futuros maestros de Educación Infantil y Primaria. En concreto, en la formación en materia de enseñanza de lenguas extranjeras para el alumnado de la etapa de Educación Infantil. En España, dependiendo de la comunidad autónoma, tradicionalmente el profesorado responsable de la introducción de la lengua extranjera, inglés, no es especialista en esta temprana etapa, ya que se trata del especialista en inglés de la etapa de Educación Primaria. Por tanto, ante la necesidad de crear un nuevo perfil docente para la enseñanza de inglés en la etapa de Educación Infantil y la ausencia de estudios que describen la formación que actualmente reciben los futuros docentes, el fin último de esta investigación, de corte cualitativo, se centra en analizar la formación relacionada con la lengua extranjera inglés y su didáctica para Educación Infantil. De los resultados se ha podido evidenciar que la formación académica ofertada no es suficiente. Este estudio permite a las instituciones de educación superior descubrir la realidad de la formación universitaria en este ámbito educativo y promueve una toma de decisiones enfocada a la mejora de esta.

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Preparing Teachers for Early Language Education

Cited by 3 publications

References 54 publications

Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

Transspråklige praksiser i nordiske barnehager: en kunnskapsoversikt

Análisis de la formación universitaria española para impartir una lengua extranjera en Educación Infantil

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