Fostering Multilingual Children's Language Development through iPad Apps

Autor/inn/en	Aldossary, Norah; Curwood, Jen Scott; Niland, Amanda
Titel	Fostering Multilingual Children's Language Development through iPad Apps
Quelle	In: Reading Teacher, 75 (2021) 3, S.329-338 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Curwood, Jen Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2057
Schlagwörter	Case Studies; Multilingualism; Cultural Pluralism; Handheld Devices; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Vocabulary Development; Preschool Children; Computer Software; Teacher Attitudes; Teaching Methods; Faculty Development; Preschool Teachers; Scaffolding (Teaching Technique); Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Erzieher; Erzieherin; Kindergärtnerin; Australien
Abstract	This article shares a case study of a classroom of multicultural and multilingual children in an early childhood center to explore how iPad apps can support young children in learning English as an additional language. Situated in Sydney, Australia, this study found that iPad apps have the potential to promote 4- and 5-year-old children's language learning, including their vocabulary development. During the iPad sessions, the children were excited to engage with the app and share their relevant life experiences with their friends and their teacher. In this classroom, the lead teacher believed in the importance of iPad apps to encourage young children's language learning and multimodal meaning making. However, there was a disconnect between her beliefs and her practices, which suggests that targeted professional development could be instrumental in fostering early childhood educators' ability to scaffold children's English language development with iPad apps. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01