Preschool World Language Learners' Engagement with Language: What Are the Possibilities?

Autor/inn/en	Kearney, Erin; Ahn, So-Yeon
Titel	Preschool World Language Learners' Engagement with Language: What Are the Possibilities?
Quelle	In: Language Awareness, 23 (2014) 4, S.319-333 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2013.804831
Schlagwörter	Preschool Children; Second Language Learning; Disadvantaged Youth; Metalinguistics; Discourse Analysis; Second Language Instruction; Teaching Methods; Classroom Communication + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zweitsprachenerwerb; Benachteiligter Jugendlicher; Metalanguage; Metasprache; Diskursanalyse; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch
Abstract	What does development of language awareness among very young world language learners look like, especially when they have relatively infrequent exposure to the language they are learning? Adopting an "engagement with language" (EWL) perspective and attending closely to classroom discourse, our research analyses interactional data drawn from several Head Start preschool classrooms (children aged 3-5 years) in order to both establish what sorts of explicit language awareness such young learners display in episodes of EWL and point out what other opportunities for cultivating language awareness are latent, but ultimately unexploited, in the classroom discourse excerpts presented. Our analysis is the basis for the claim that world language education more broadly, especially in the case of young learners, can be enhanced if curriculum and instruction intentionally focus on developing language awareness and deepening EWL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10