Scaffolding Discourse Skills in Pre-primary L2 Classrooms

Guillén, María Teresa Fleta

doi:10.1007/978-3-319-77228-8_10

Cited by 15 publications

(10 citation statements)

References 13 publications

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“…Scaffolding techniques (repetition, elicitation, feedback, etc.) appeared to promote foreign language learning in various studies (Björk-Willén, 2008;Fleta Guillén, 2018;Lin, 2010;Lin, 2012;Lugossy, 2018). Lin (2012), in an observation study, compared three scaffolding methods while children (n=93, aged 3-4) were playing a language game in a Mandarin-English bilingual ECEC centre in China.…”

Section: Teacher Strategies and Interaction Practicesmentioning

confidence: 99%

“…Besides the use of interactional techniques, meaningful language input is also highlighted as an important gateway to learning in various studies, and this can take the form of, for example, games, songs, and stories (Albaladejo Albaladejo et al, 2018;Elvin et al, 2007;Fleta Guillén, 2018;Lugossy, 2018;Pino Juste & Rodríguez López, 2010). Albaladejo Albaladejo and colleagues (2018) compared the effectiveness of songs and stories in vocabulary acquisition at a Spanish-English preschool in Spain.…”

Section: Teacher Strategies and Interaction Practicesmentioning

confidence: 99%

“…Another type of activity that could be useful in developing the foreign language is the use of routines, as mentioned in several studies (Björk-Willén, 2008;Fleta Guillén, 2018;Lugossy, 2018). These are recurring activities with rather fixed forms and content, such as greeting rituals or lunch routines (Björk-Willén, 2008).…”

Section: Teacher Strategies and Interaction Practicesmentioning

confidence: 99%

“…Moreover, various studies reported that teachers in foreign language ECEC programmes were not necessarily experienced or educated for this goal and age group, which sometimes decreased input quality and programme outcomes (Andúgar & Cortina-Pérez, 2018;Kaščák et al, 2012;Lugossy, 2018). In terms of teacher strategies and practices, the studies identified the following factors as conducive to foreign language development: employing scaffolding techniques and the home language when they can aid learning and wellbeing, and using meaningful, enjoyable, context-based activities such as games, stories, and routines (Albaladejo Albaladejo et al, 2018;Alstad & Tkachenko, 2018;Andúgar & Cortina-Pérez, 2018;Björk-Willén, 2008;Elvin et al, 2007;Fleta Guillén, 2018;Lin, 2012;Lugossy, 2018;Sun et al, 2015). Peer interactions between children themselves also fostered foreign language learning (Björk-Willén & Cromdal, 2009;Wang & Hyun, 2009).…”

Section: Summary Of Review Findingsmentioning

confidence: 99%

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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: Teacher Strategies and Interaction Practicesmentioning

confidence: 99%

Section: Teacher Strategies and Interaction Practicesmentioning

confidence: 99%

Section: Teacher Strategies and Interaction Practicesmentioning

confidence: 99%

Section: Summary Of Review Findingsmentioning

confidence: 99%

See 2 more Smart Citations

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

“…al, 2020& Enock, 2018. A positive interaction between teachers and children, children and children, and children with the teaching and learning resources will make them acquire all the necessary skills (Guillén, 2018). The quality of childcare for every young child remains a serious issue, the knowledge, skills, status and pay for childhood teachers must be addressed (UNESCO, 2015).…”

Section: Introductionmentioning

confidence: 99%

Adequacy of Human Resources on the Implementation of Early Childhood Education in Public Pre-Primary Schools in Meru District, Tanzania

Selemani¹,

Siamoo²,

Chidyau³

2022

BJE

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This study was conducted to assess the adequacy of human resources on the implementation of early childhood education in public pre-primary schools in Meru District Tanzania. The study was guided by the system theory developed by Ludwig Bertalafy in 1971. The study employed a convergent mixed method research design whereby probability and non- probability sampling techniques were used to select the study sample which consists of 1 DPEO, 4 WEO’s, 30 head teachers of pre-primary schools and 30 pre-primary teachers. The questionnaire, interview guide and observation guide were used in data collection. The content validity of the research instruments was determined by two research experts, one expert in assessment and evaluation and the second in Management and Planning in from MWECAU, while the reliability coefficient of 0.962 was calculated by using Cronbach’s Alpha. Quantitative data were analysed by using means, frequencies, and percentages and presented in table form with the aid of the Statistical Package for Social Sciences (SPSS) version 22 software while the qualitative data were summarised, coded, analyzed, and presented in narration form according to the themes created from the research questions. The findings revealed that human resources are adequate to implement ECE; most of the teachers were competent in various areas included: early childhood classroom management, communication with pupils in pre-primary classes, ability to identify and respond to the individual needs of pre-primary children. Moreover, the study exposed that most of the teacher’s lack frequently training on how to implement a preschool curriculum. On top of that the teachers, as well as heads teachers complained about the teacher-students’ ratio which revealed that most of the classes were overpopulated and the ratio of teacher-student did not comply with the government guide of 25 students per teacher. The study concluded that most of the public pre-primary schools have adequacy teaching staffs that are competent in their field for implementation of early childhood education. The study recommends that, there is a great need for the government to increase employment opportunities of ECE teachers as well as to build more classrooms in pre-primary schools

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Content and Language Integrated Learning in European Preschools

Mair

2021

Handbook of Early Language Education

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Scaffolding Discourse Skills in Pre-primary L2 Classrooms

Cited by 15 publications

References 13 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

Adequacy of Human Resources on the Implementation of Early Childhood Education in Public Pre-Primary Schools in Meru District, Tanzania

Content and Language Integrated Learning in European Preschools

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