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Kirsch, Claudine – Language and Education, 2018
There is a recognised need for multilingual pedagogies as these capitalise on children's resources. Language policies calling for monolingual or multilingual policies are, however, not easily translated into pedagogical practices. Teachers play a crucial role in the process of policy implementation because they negotiate policies and adapt them in…
Descriptors: Teaching Methods, Language Planning, Multilingualism, Language of Instruction
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Zuniga, Christian E.; Henderson, Kathryn I.; Palmer, Deborah K. – Language and Education, 2018
The article explores the intersection of equity goals and language ideologies within a dual language bilingual education (DLBE) language policy context. We present two DLBE teachers, Karina and Marisol, and explore their language ideologies and professional conviction towards equitable learning opportunities for their students. We investigate how…
Descriptors: Educational Policy, Equal Education, Bilingual Education, Teaching Methods
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Kim, So Jung; Cho, Hyesun – Language and Education, 2017
Despite the increasing attention paid to the importance of critical literacy in North American early childhood classrooms, critical literacy has been rarely discussed in East Asian classrooms, particularly in South Korea. The present study delineates ways in which a Korean preschool teacher interacts with her young learners during literacy…
Descriptors: Critical Literacy, Preschool Children, Preschool Teachers, Literacy Education
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Haneda, Mari; Teemant, Annela; Sherman, Brandon – Language and Education, 2017
We investigate the instructional coaching interactions between a kindergarten teacher and an experienced coach using the analytic lens of dialogic teaching. The data were collected in the context of a US professional development project that supports urban elementary school teachers in enacting critical sociocultural teaching practices. We…
Descriptors: Coaching (Performance), Sociocultural Patterns, Teaching Methods, Urban Schools
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McPake, Joanna; Stephen, Christine – Language and Education, 2016
This paper describes some of the findings emerging from a small-scale pilot study investigating the potential of a tablet app, "Our Story (Ar Stòiridh)," to enhance language-learning opportunities for children in Gaelic-medium preschool playrooms. The intervention drew on design-based research, a methodology for investigating the…
Descriptors: Immersion Programs, Second Language Learning, Preschool Teachers, Pilot Projects
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Heppner, Denise H. – Language and Education, 2016
The focus of this research was on examining a play-based, child-centered instructional technique known as story telling/story acting (ST/SA) within a Canadian preschool setting. The goal was to examine the changes that occurred in the narrative features of preschool children's stories, and to investigate whether ST/SA fostered emerging literacy…
Descriptors: Foreign Countries, Play, Teaching Methods, Story Telling
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Palviainen, Åsa; Mård-Miettinen, Karita – Language and Education, 2015
Teachers have an agentive role as they interpret, evaluate and develop language policies and practices. In the current study we interviewed a bilingual pre-school teacher in Finland during the first year of implementing a new way of working bilingually with a class of monolingual children. Applying nexus analysis, we explored the teacher…
Descriptors: Bilingualism, Preschool Education, Teacher Attitudes, Teaching Methods
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Gort, Mileidis; Pontier, Ryan W. – Language and Education, 2013
In this paper, we present an analysis of the language practices of four Spanish/English dual language (DL) preschool teachers, focusing on the ways in which the teachers mediate bilingual interactions with students and distribute Spanish and English across different classroom discourse functions. Findings reveal teachers' flexible and strategic…
Descriptors: Bilingual Education, Second Language Learning, Preschool Children, Preschool Teachers
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Graham, Barbara Elaine – Language and Education, 2010
Issues affecting pre-school education in a rural area of Kenya are highlighted in a study of a mother tongue education (MTE) programme in one indigenous language group, the Pokomo. Factors supporting the introduction of MTE include official support for MTE, the welcoming of non-government stakeholder involvement in education, the presence of…
Descriptors: Teaching Styles, School Districts, Rural Areas, Foreign Countries
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Kondyli, Marianna; Lykou, Christina – Language and Education, 2008
Subscribing to Systemic Functional Linguistics approach, this paper examines aspects of decontextualised language, such as classification and definitions, in Greek pre-school instructional contexts. Following the assumption that such decontextualised uses are considered critical to the transition from commonsense to educational knowledge, we…
Descriptors: Educational Research, Verbs, Definitions, Social Sciences
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Weber, Jean Jacques – Language and Education, 2008
In this paper, I first review previous research on the topic of safetalk. I then apply some of the insights derived from this discussion to a case study of the Luxembourgish primary school system. The study uses both ethnographic and discourse analysis, and focuses in particular on the role of French language varieties in a system that forces…
Descriptors: Academic Achievement, Ideology, Discourse Analysis, Foreign Countries
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Hickey, Tina M. – Language and Education, 2007
A central tenet of two-way immersion has been that the minority language children benefit from mother-tongue support in addition to instruction and interaction in the majority language (usually English) with their peers in high prestige programmes, while the English speakers gain valuable opportunities for peer interaction in their L2 with native…
Descriptors: Irish, Immersion Programs, Native Speakers, Second Language Learning
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Feng, Shoudong; Foo, Sue Fan; Kretschmer, Richard; Prendeville, Joanne; Elgas, Peggy M. – Language and Education, 2004
Research into preschoolers' peer culture has generally focused on how play and games influence the development of cognitive, social and communicative skills (Evaldsson & Corsaro, 1998). The majority of studies on ESL preschoolers were interested in the development of the second language. Studies on social networking among preschool children aimed…
Descriptors: Play, Preschool Children, Peer Relationship, English (Second Language)
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McWilliam, Donna; Howe, Christine – Language and Education, 2004
It has long been acknowledged that justificatory speech is linked with both social and cognitive development. Yet many studies suggest that pre-school children might lack the ability or experience to produce such discourse in routine interaction. In contrast, researchers such as Eisenberg and Garvey (1981) have found evidence of pre-schoolers'…
Descriptors: Intervention, Speech Acts, Child Development, Cognitive Development