The Influence of Teachers, Peers, and Play Materials on Dual Language Learners' Play Interactions in Preschool

Autor/inn/en	Trawick-Smith, Jeffrey; DeLapp, Julia; Bourdon, Abigail; Flanagan, Kendra; Godina, Fatima
Titel	The Influence of Teachers, Peers, and Play Materials on Dual Language Learners' Play Interactions in Preschool
Quelle	In: Early Childhood Education Journal, 51 (2023) 5, S.863-873 (11 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/s10643-022-01350-1
Schlagwörter	Play; Peer Relationship; Bilingualism; Barriers; Preschool Children; Preschool Education; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Student Relationship; Preschool Teachers; Language Proficiency; Prediction; Native Language; Language Usage; Toys + Suchen Sie Ihr Suchwort? Spiel; Peer-Beziehungen; Bilingualismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Erzieher; Erzieherin; Kindergärtnerin; Language skill; Language skills; Sprachkompetenz; Vorhersage; Sprachgebrauch; Toy; Spielzeug
Abstract	Most research on dual language learners (DLLs) in preschool has focused on language and literacy development. Less work has been done on their play and social interactions, in spite of the importance of these for development and learning. Although DLLs possess many social strengths, they also face challenges, particularly in an English-dominant classroom. In the present investigation we examined the influence of three factors on DLLs play interactions with peers in preschool: teacher support, peer interactions, and play materials. We recorded the free play of 12 DLLs who were of low English proficiency in English-dominant classrooms and coded aspects of these three factors. Using multiple regression analysis we identified four variables that predicted the frequency of DLLs' interactions with their peers. Teacher interactions in play that included a child's home language--though not overall teacher contact, alone--verbal and positive play behaviors by peers, and the availability of blocks and replica play toys. Implications of our findings for classroom practice are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01