Supporting Language Acquisition and Peer Interaction Through Guided Play in a Multilingual Classroom

Q3 Social Sciences

Young Exceptional Children Pub Date : 2021-08-25 DOI:10.1177/10962506211042346

Christina Bohr, Serra Acar

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引用次数: 0

Abstract

103 Vol. 26, No. 2, June 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211042346 DOI: 10.1177/10962506211042346 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Carmen, a 3-year-old girl, recently moved with her parents from the Dominican Republic to Boston, Massachusetts. Carmen’s home language is Spanish, and she had limited opportunities to listen to or practice American English before she started preschool in Ms. Hannah’s Head Start classroom. Because of the limited exposure to English and moving to a new country, Carmen feels shy around other children, and she stays to herself for the majority of the day, until her parents pick her up. Ms. Hannah’s classroom represents multiple home languages and cultures, such as Haitian Creole, Mandarin, and Somali. Children in the classroom mostly speak in English with each other and the school’s staff. As Ms. Hannah is a monolingual native English speaker, she responds to all children, including Carmen, mainly in English. However, Ms. Hannah implements linguistically responsive practices (e.g., uses 3–5 survival words, such as “Good morning” or “Thank you” in each child’s home language, provides bilingual story time, or uses role-play to have children practice asking simple questions) to support children to reach their full potential. Children who continue to develop their home language skills, also known as primary language (e.g., Spanish; L1), while learning a 1042346 YECXXX10.1177/10962506211042346Young Exceptional ChildrenPeer Interaction for Children Who Are DLLs / Bohr and Acar research-article2021

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在多语言课堂中通过引导游戏支持语言习得和同伴互动

103第26卷第2期，2023年6月https://doi.org/10.1177/10962506211042346DOI:10.1177/10962506211042346 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2021幼儿部卡门，一名3岁女孩，最近与父母从多米尼加共和国搬到马萨诸塞州波士顿。卡门的母语是西班牙语，在开始在Hannah女士的Head Start教室上学前教育之前，她听或练习美式英语的机会有限。由于接触英语的机会有限，而且搬到了一个新的国家，卡门在其他孩子面前感到害羞，她一天中的大部分时间都待在家里，直到父母来接她。Hannah女士的课堂代表了多种本土语言和文化，如海地克里奥尔语、普通话和索马里语。教室里的孩子们大多用英语与彼此和学校的工作人员交谈。由于Hannah女士以英语为母语，她对包括Carmen在内的所有孩子都以英语为主。然而，Hannah女士实施了语言反应练习（例如，在每个孩子的家庭语言中使用3-5个生存单词，如“早上好”或“谢谢”，提供双语故事时间，或使用角色扮演让孩子练习问简单的问题），以支持孩子充分发挥他们的潜力。在学习1042346 YECXXX10.1177/10962506211042346 DLL/Bohr和Acar研究的儿童的特殊儿童同伴互动的同时，继续发展他们的家庭语言技能，也称为初级语言（如西班牙语；L1）

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来源期刊

Young Exceptional Children Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： Young Exceptional Children (YEC) is designed for teachers, early care and education personnel, administrators, therapists, family members, and others who work with or on behalf of children, ages birth to eight, who have identified disabilities, developmental delays, are gifted/talented, or are at risk of future developmental delays or school difficulties. One of the goals of the journal is to translate research findings into effective and useful strategies for practitioners and families. Thus, articles should have a sound base in theory or research, yet be reader-friendly and written for a broad audience.