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AutorAlanís, Iliana
TitelEnhancing Collaborative Learning: Activities and Structures in a Dual Language Preschool Classroom
QuelleIn: Association of Mexican American Educators Journal, 12 (2018) 1, S.5-26 (22 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2377-9187
DOI10.24974/amae.12.1.375
SchlagwörterCooperative Learning; Learning Activities; Bilingual Education; Preschool Education; Second Language Instruction; Qualitative Research; Observation; Interviews; Language Teachers; Teacher Role; Scaffolding (Teaching Technique); Hispanic American Students; Preschool Children; Bilingual Students; Spanish; English; Preschool Teachers; Early Childhood Education; Educational Practices; Student Participation; Learner Engagement; Texas
AbstractChanging demographics have led to a need for dual language teachers to adjust their pedagogy to best meet the needs of second language learners in dual language programs. However, the development of linguistic and cognitive skills for dual language learners continues to challenge early childhood teachers (Martinez, 2010; García & Kleifgen, 2010). With this in mind, it is important to explore effective pedagogical practices in dual language programs that encourage meaningful interactions with young bilingual learners (Garcia & Garcia, 2012; Gutiérrez, Zepeda, & Castro, 2010). This study used a qualitative methodology, including classroom observations and interviews, to investigate the teacher's role in establishing students' participation when partnered in pairs. Findings reveal the teachers use of visual and auditory scaffolding, strategic pairing of students, and intentional paired learning activities to enhance collaborative exchanges. (As Provided).
AnmerkungenAssociation of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/3/09
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