{"title":"Implementing explicit and implicit narrative instruction in preschool: Insights from a language intervention study","authors":"Peter Andersson Lilja , Ellinor Skaremyr , Ann-Katrin Svensson , Ketty Andersson","doi":"10.1016/j.linged.2025.101465","DOIUrl":null,"url":null,"abstract":"<div><div>This study examines how two instructional conditions - explicit and implicit narrative instruction - were implemented in Swedish preschools, drawing on principles from implementation science. Data from 21 preschool departments—including video recordings, teacher interviews, and survey data - were analyzed using a mixed-methods approach. The implicit approach (HINT), focusing on shared reading and meaning making, was perceived as easier to integrate and adapt due to its alignment with established preschool practices. The explicit approach (SCAN) was more challenging to implement partly due to a new and more systematic approach. Both approaches were highlighted as beneficial by teachers. However, SCAN was emphasized as particularly beneficial for previously quiet or less engaged children. While most teachers reported feeling prepared, sustained fidelity to core instructions declined over time for both HINT and SCAN. The analysis also reveals a persistent monolingual norm: despite multilingualism being a stated goal, few departments integrated children’s first languages into practice. The findings also underscore the need for balancing scripts with adaptation in early childhood interventions.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"89 ","pages":"Article 101465"},"PeriodicalIF":2.1000,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589825000828","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study examines how two instructional conditions - explicit and implicit narrative instruction - were implemented in Swedish preschools, drawing on principles from implementation science. Data from 21 preschool departments—including video recordings, teacher interviews, and survey data - were analyzed using a mixed-methods approach. The implicit approach (HINT), focusing on shared reading and meaning making, was perceived as easier to integrate and adapt due to its alignment with established preschool practices. The explicit approach (SCAN) was more challenging to implement partly due to a new and more systematic approach. Both approaches were highlighted as beneficial by teachers. However, SCAN was emphasized as particularly beneficial for previously quiet or less engaged children. While most teachers reported feeling prepared, sustained fidelity to core instructions declined over time for both HINT and SCAN. The analysis also reveals a persistent monolingual norm: despite multilingualism being a stated goal, few departments integrated children’s first languages into practice. The findings also underscore the need for balancing scripts with adaptation in early childhood interventions.
期刊介绍:
Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.