An English-Speaking Prekindergarten Teacher for Young Latino Children: Implications of the Teacher-Child Relationship on Second Language Learning

Autor/in	Gillanders, Cristina
Titel	An English-Speaking Prekindergarten Teacher for Young Latino Children: Implications of the Teacher-Child Relationship on Second Language Learning
Quelle	In: Early Childhood Education Journal, 35 (2007) 1, S.47-54 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-007-0163-x
Schlagwörter	Second Language Learning; Preschool Education; Hispanic American Students; Preschool Children; English (Second Language); Case Studies; Language of Instruction; Communication Skills; Classroom Communication; Teacher Student Relationship; Spanish Speaking; Receptive Language; Bilingual Students + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Pre-school education; Vorschulerziehung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Teaching language; Unterrichtssprache; Kommunikationsstil; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Rezeptive Kommunikationsfähigkeit
Abstract	This case study was designed to describe how an effective English-speaking prekindergarten teacher develops strategies for communicating with and teaching young English language learners. The teacher's classroom practices to enhance her own relationship with the children promoted opportunities for the Latino children to become full participants in the classroom community. At the end of the year, the Latino children showed progress in formal and informal measures of receptive vocabulary in both English and Spanish. Findings from the study suggest the importance of the affective and social nature of second language learning in young children. Implications for practice and research are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10