A Qualitative Study of the Play of Dual Language Learners in an English-Speaking Preschool

Autor/inn/en	Dominguez, Stefanie; Trawick-Smith, Jeffrey
Titel	A Qualitative Study of the Play of Dual Language Learners in an English-Speaking Preschool
Quelle	In: Early Childhood Education Journal, 46 (2018) 6, S.577-586 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trawick-Smith, Jeffrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-018-0889-7
Schlagwörter	Bilingualism; Preschool Education; Preschool Children; English (Second Language); Second Language Learning; Play; Peer Relationship; Teacher Student Relationship; Limited English Speaking + Suchen Sie Ihr Suchwort? Bilingualismus; Pre-school education; Vorschulerziehung; 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; Zweitsprachenerwerb; Spiel; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Little research has been conducted on the play of children of very low English proficiency within English-speaking preschool classrooms. In the present investigation, we recorded and described the naturalistic free play of four dual language learners (DLLs) and compared their interactions to those of four English-speaking children. Units of interaction were identified, transcribed, named, and categorized. Illustrative transcriptions of individual interactions were selected and probed more deeply. The trustworthiness of the investigation was established by triangulating these qualitative findings with a quantitative measure of children's social participation in play. Findings indicate that DLLs play and talk with peers less frequently, interact in less sustained and positive ways, and are more reliant on teachers to support their play than their English speaking peers. Implications for scaffolding DLLs' play in classrooms and for future research are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01