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Teacher feedback to support oral language learning for young dual language learners

Resource Type: Other
Author(s): Cheatham, Gregory A.; Jimenez-Silva, Margarita; Park, Hyejin
Date Issued: September, 2015
Description: With the increasing numbers of dual language learners (DLLs) in early childhood programmes, the use of research-based and effective pedagogical strategies to support oral language learning is important. Early childhood classrooms can provide many opportunities to support language learning. Teacher feedback is an intentional teaching strategy to support oral language skills for both English and children's home language. We first present an overview of contexts for language learning in early childhood including a discussion of intentional teaching. Next, we discuss considerations for early childhood teachers' provision of feedback to children regarding their oral language use. Finally, we present six teacher feedback strategies to foster oral English and/or home language skills for DLLs. (author abstract)
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Journal Title: Early Child Development and Care
Volume Number: 185
Issue Number: 9
Page Range: 1452-1463
Topics: Children & Child Development > Child Development & School Readiness > Cognitive Development

Children & Child Development > Children with Special Needs & Special Child Populations > Native Language

Child Care & Early Education Quality > Process Quality
ISSN: 1476-8275 Online
0300-4430 Paper
Peer Reviewed: yes
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