Bilingual Children's Language Learning in Australian Early Childhood Education and Care Settings

Autor/inn/en	Niklas, Frank; Tayler, Collette; Cohrssen, Caroline
Titel	Bilingual Children's Language Learning in Australian Early Childhood Education and Care Settings
Quelle	In: Research Papers in Education, 33 (2018) 4, S.434-450 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Niklas, Frank)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2017.1353672
Schlagwörter	Bilingual Students; Early Childhood Education; Bilingualism; Longitudinal Studies; Language Skills; Verbal Ability; Educational Quality; Classroom Environment; Teacher Student Relationship; English; Language Acquisition; Environmental Influences; Foreign Countries; Correlation; Predictor Variables; Family Environment; Parent Surveys; Achievement Tests; Rating Scales; Statistical Analysis; Australia; Woodcock Johnson Tests of Achievement; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingualismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language skill; Sprachkompetenz; Mündliche Leistung; Quality of education; Bildungsqualität; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; English language; Englisch; Sprachaneignung; Spracherwerb; Environmental influence; Umwelteinfluss; Ausland; Korrelation; Prädiktor; Familienmilieu; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rating-Skala; Statistische Analyse; Australien
Abstract	Early language ability is a strong predictor of later language and reading outcomes. Whilst young children with home languages that differ from the dominant language spoken in their country of residence may lag behind their peers in literacy and academic achievement, effective supports for young dual-language users may be overlooked in mainstream learning contexts. We used data from the Australian E4Kids longitudinal study to test how N = 343 bilingual children's development of verbal abilities was associated with the overall attendance of early childhood education and care (ECEC) settings with varying quality (kindergarten/preschool and other formal ECEC programmes) and with environmental room quality (ECERS-R) and quality of teacher-child interactions (CLASS). Bilinguals' English language development was followed during the two years prior to school entry and during their first year of school. A comparison of formal ECEC settings revealed programmes of significantly higher quality in kindergarten settings and the development of bilingual children's verbal abilities in the three-year period was significantly predicted by the total hours spent in kindergarten programmes, but not by total hours spent in all types of ECEC setting. No additional effect on the children's verbal ability was found for ECEC programme quality. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01