Understanding Influences of Play on Second Language Learning: A Microethnographic View in One Head Start Preschool Classroom

Autor/in	Piker, Ruth A.
Titel	Understanding Influences of Play on Second Language Learning: A Microethnographic View in One Head Start Preschool Classroom
Quelle	In: Journal of Early Childhood Research, 11 (2013) 2, S.184-200 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X12466219
Schlagwörter	Disadvantaged Youth; Preschool Education; Ethnography; Bilingual Students; English (Second Language); Second Language Learning; Play; Peer Relationship; Spanish Speaking; Interaction Process Analysis; Observation; Video Equipment; Oral Language; Skill Development; Classroom Environment; Discourse Analysis; Classroom Communication; Preschool Children; Case Studies + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Ethnografie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spiel; Peer-Beziehungen; Prozessanalyse; Beobachtung; Oral interpretation; Mündlicher Sprachgebrauch; Kompetenzentwicklung; Qualifikationsentwicklung; Klassenklima; Unterrichtsklima; Diskursanalyse; Klassengespräch; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Case study; Fallstudie; Case Study
Abstract	With dual language learners falling behind their same-age peers at the beginning of kindergarten, understanding how school experiences can enhance language learning is critical. This study demonstrates how play among preschool-aged children can foster English language learning. Using an ethnographic approach, one classroom composed of two teachers and 17 four- to five-year-old children was observed and videotaped during Free Play. Interactional analyses of four Spanish-speaking children’s play scenarios with their same-language peers and English-speaking peers illustrate how through these social interactions their oral English language was supported and, at times, hindered. The implications for play as an avenue for supporting English language learning in the classroom are discussed. (Contains 3 notes and 2 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10