A Systematic Review of Teacher-Child Interactions with Multilingual Young Children

Autor/inn/en	Langeloo, Annegien; Mascareño Lara, Mayra; Deunk, Marjolein I.; Klitzing, Nikolai F.; Strijbos, Jan-Willem
Titel	A Systematic Review of Teacher-Child Interactions with Multilingual Young Children
Quelle	In: Review of Educational Research, 89 (2019) 4, S.536-568 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654319855619
Schlagwörter	Teacher Student Relationship; Interaction; Multilingualism; Bilingual Students; Young Children; Early Childhood Education; Language Proficiency; Language Minorities; Native Language; Language Usage; Nonverbal Communication; Learning Processes; Monolingualism; Classroom Environment + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Mehrsprachigkeit; Multilingualismus; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Language skill; Language skills; Sprachkompetenz; Sprachminderheit; Sprachgebrauch; Non-verbal communication; Nonverbale Kommunikation; Learning process; Lernprozess; Klassenklima; Unterrichtsklima
Abstract	Teacher-child interactions are the most important factor that determines the quality of early-childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher-child interactions that multilingual children are exposed to, and of how they differ from teacher-child interactions of monolingual children. Thirty-one studies were included. The included studies (a) mainly focused on multilingual children with low language proficiency in the majority language and (b) hardly compared between monolingual and multilingual children. The review shows that teacher-child interactions of multilingual children are comparable to the interactions of monolingual children, although teachers do adopt different strategies to facilitate the development of multilingual children, such as the use of the home language and nonverbal communication to support understanding. Worryingly, several studies indicate that multilingual children are exposed to unequal learning opportunities compared with their monolingual peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01