Language Use in Kindergarten Science Lessons: Language Production and Academic Language during a Video Feedback Coaching Intervention in Kindergarten Science Lessons

Autor/inn/en	Menninga, Astrid; van Dijk, Marijn; Wetzels, Annemie; Steenbeek, Henderien; van Geert, Paul
Titel	Language Use in Kindergarten Science Lessons: Language Production and Academic Language during a Video Feedback Coaching Intervention in Kindergarten Science Lessons
Quelle	In: Educational Research and Evaluation, 23 (2017) 1-2, S.26-51 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2017.1292920
Schlagwörter	Language Usage; Kindergarten; Academic Discourse; Video Technology; Feedback (Response); Coaching (Performance); Intervention; Science Instruction; Young Children; Preschool Teachers; Teacher Student Relationship; Program Effectiveness; Control Groups; Experimental Groups; Foreign Countries; Naturalistic Observation; Netherlands + Suchen Sie Ihr Suchwort? Sprachgebrauch; Discourse; Diskurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Naturbeobachtung; Niederlande
Abstract	This paper aims to gain insight into language production and academic language of 4- and 5-year-old students and their teachers in the course of a teacher intervention during kindergarten science education. The study is based on videotaped classroom observations, and specifically focuses on the academic language use of students (N[subscript intervention] = 18, N[subscript controls] = 26) and teachers (N[subscript intervention] = 5, N[subscript controls] = 5). The results suggest that this general teacher intervention yields interesting changes in language use and production. Patterns of change over time confirm the idiosyncratic and non-linear nature of these changes. Science lessons represent an appropriate context in which to acquaint students with academic language, which can be used as a basis to build upon more sophisticated language skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01