Learning English as an Additional Language in Early Childhood Settings: How Do Educators Support Young Children?

Autor/inn/en	Beauchamp, Katina; Tucker, Corrina A.; Howland, Peter J.
Titel	Learning English as an Additional Language in Early Childhood Settings: How Do Educators Support Young Children?
Quelle	In: Early Childhood Folio, 21 (2017) 2, S. 33-38 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0112-0530
DOI	10.18296/ecf.0043
Schlagwörter	Forschungsbericht; Foreign Countries; English (Second Language); Second Language Instruction; Young Children; Early Childhood Education; Indigenous Populations; Bilingual Students; Early Childhood Teachers; Culturally Relevant Education; Teaching Methods; Student Diversity; Teacher Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sinti und Roma; Early childhood education; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Neuseeland
Abstract	New Zealand's increasingly heterogeneous population places manifold demands on the education sector to integrate children who do not speak English as a first language. Limited research exists on how minority language children acquire English within early childhood education settings and how teachers support this development. This article reports on research which shows teachers rely predominantly on centres' philosophies and sociocultural practices as per Te Whariki, and on children's perceived natural ability to learn by "osmosis". Lack of structural support and knowledge suggests there is a need for further research and targeted support for children and teachers. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01