Teacher Accommodation of Academic Language during Head Start Pre-Kindergarten Read-Alouds

Autor/inn/en	Barnes, Erica M.; Oliveira, Alandeom W.; Dickinson, David K.
Titel	Teacher Accommodation of Academic Language during Head Start Pre-Kindergarten Read-Alouds
Quelle	In: Journal of Education for Students Placed at Risk, 24 (2019) 4, S.369-393 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnes, Erica M.) ORCID (Oliveira, Alandeom W.) ORCID (Dickinson, David K.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2019.1657868
Schlagwörter	Academic Language; Preschool Education; Disadvantaged Youth; Syntax; Vocabulary Development; Computational Linguistics; At Risk Students; Student Needs; Oral Reading; Story Reading; Concept Formation; Content Analysis; Childrens Literature; Intervention; Classroom Communication; Preschool Teachers; Linguistic Input; Language Usage; Video Technology; Preschool Children; Scaffolding (Teaching Technique); Teaching Methods; African Americans; Minority Group Teachers; Intelligence Tests; Verbal Ability; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Wortschatzarbeit; Linguistics; Computerlinguistik; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Concept learning; Begriffsbildung; Inhaltsanalyse; 'Children''s literature'; Kinderliteratur; Klassengespräch; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Sprachbildung; Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teaching method; Lehrmethode; Unterrichtsmethode; Afroamerikaner; Intelligence test; Intelligenztest; Mündliche Leistung
Abstract	Little analytical scrutiny has been devoted to teacher accommodation of academic language at the early childhood level, despite being a critical school-level factor to consider when addressing at-risk learners' academic needs. The present study investigates how fifteen Head Start teachers support three components of academic language during whole-class read-alouds of narrative storybooks: academic vocabulary, conceptual knowledge, and complex syntax. Pairing a corpus-based analysis of linguistic features and content analyses of teachers' extratextual utterances, we describe teachers' strategies for accommodating at-risk children's early experiences with linguistically and syntactically complex texts. Our findings indicate that teachers simplified the language of the texts to accommodate student need, while also providing examples of academic talk through defining terms and providing conceptually-rich talk. Although teachers provided rich support for academic vocabulary, less accommodation was made for complex syntax. Practical and theoretical implications are addressed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11