Teachers' Perceptions of Their Relationships with Children Who Speak English as an Additional Language in Early Childhood Settings

Autor/inn/en	Fumoto, Hiroko; Hargreaves, David J.; Maxwell, Shirley
Titel	Teachers' Perceptions of Their Relationships with Children Who Speak English as an Additional Language in Early Childhood Settings
Quelle	In: Journal of Early Childhood Research, 5 (2007) 2, S.135-153 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X07076680
Schlagwörter	Verbal Communication; Teacher Student Relationship; English (Second Language); Teacher Attitudes; Preschool Children; Preschool Teachers; Limited English Speaking; Interpersonal Communication; Nonverbal Communication; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Ausland; Großbritannien
Abstract	The study investigated ten early childhood teachers' perceptions of their relationships with 120 children (mean age = 4 years 3 months), of whom 41 children spoke English as an additional language (EAL: mean age = 4 years 2 months). The Student-Teacher Relationship Scale (STRS) was employed to elicit teachers' perceptions of their relationships in the first and third terms of a school year. The results show that, while children who have the least experience in spoken English were scored significantly lower on the STRS Closeness Scale by their teachers as compared with the rest of the children at the beginning of the school year, these differences were not significant at the end of the school year. The findings add empirical support to the importance of verbal communication, in addition to teachers' sensitivity towards EAL children's non-verbal expressions, as the basis for developing positive teacher-child relationships. (Contains 1 table and 3 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10