Profiles of Learning Opportunities of Multilingual and Monolingual Children in Kindergarten

Autor/inn/en	Langeloo, Annegien; Lara, Mayra Mascareño; Deunk, Marjolein I.; LoCasale-Crouch, Jennifer; Strijbos, Jan-Willem
Titel	Profiles of Learning Opportunities of Multilingual and Monolingual Children in Kindergarten
Quelle	In: European Journal of Psychology of Education, 36 (2021) 2, S.379-404 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Langeloo, Annegien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-020-00487-0
Schlagwörter	Kindergarten; Monolingualism; Multilingualism; Profiles; Teacher Student Relationship; Second Language Learning; Learner Engagement; Interaction Process Analysis + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Charakterisierung; Profilanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Zweitsprachenerwerb; Prozessanalyse
Abstract	Early childhood education serves an increasing number of multilingual children, and teachers are challenged to create high-quality learning opportunities in the classroom for all children. The child's engagement and interactions with the teacher are important in this respect. The present study therefore examined how multilingualism relates to engagement and teacher-child interactions, taking a person-oriented approach. During one school year, 76 kindergarteners (43 multilingual) from 19 classrooms were observed for behavioral engagement and individual teacher-child interactions. Five engagement profiles were identified that reflect different levels of engagement across classroom settings. Multilingual children were overrepresented in profiles that showed lower engagement in one or more settings. Also, five interaction profiles were identified that showed strong diversity in the interactions of teachers with children in their classroom. Monolingual and multilingual children were equally represented across these profiles. Children in the more beneficial interaction profiles were also often in the moderate-to-high engagement profiles. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01