Scaffolding Productive Language Skills through Sociodramatic Play

Autor/in	Galeano, Rebecca
Titel	Scaffolding Productive Language Skills through Sociodramatic Play
Quelle	In: American Journal of Play, 3 (2011) 3, S.324-355 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-0399
Schlagwörter	Interpersonal Communication; Language Skills; Play; Bilingualism; Dramatic Play; Scaffolding (Teaching Technique); Receptive Language; Bilingual Education; Peer Influence; Aptitude Treatment Interaction; Peer Groups; Language Acquisition; Social Psychology; Achievement Need; Child Development; Code Switching (Language); Spanish Speaking; Language Proficiency; Pretests Posttests; English (Second Language); Preschool Children + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Language skill; Sprachkompetenz; Spiel; Bilingualismus; Dramatisches Mittel; Theaterstück; Rezeptive Kommunikationsfähigkeit; Bilingual teaching; Bilingualer Unterricht; Gleichaltrigengruppe; Peer Group; Sprachaneignung; Spracherwerb; Sozialpsychologie; Kindesentwicklung; Language skills; English as second language; English; Second Language; Englisch als Zweitsprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This article reviews how a receptive, bilingual four-year-old increased her Spanish productive-language skills over five weeks as she engaged in Spanish-language play sessions with bilingual peers. The data show her growing participation in group verbal interactions along with her growing production of her weaker language. In addition, a microanalysis of play sessions illustrates the techniques employed by the four-year-old's playmates to scaffold the linguistic production of the child's weaker language in sociodramatic play. The author concludes that the study has implications for parents who wish to provide their children with opportunities to develop or maintain more than one language. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10