Influences of Teacher–Child Social Interactions on English Language Development in a Head Start Classroom  

Oleh:

Piker, Ruth Alfaro ; Rex, Lesley A.

Jenis: Article from Journal
Dalam koleksi: Early Childhood Education Journal vol. 36 (2008), page 187–193.
Topik: Early childhood education; English as a second language; Preschool children; Social context; Spanish speaking children; Teacher–child interactions
Fulltext: Influences of Teacher–Child Social Interactions on English Language Development in a Head Start Classroom.pdf (164.97KB)

Isi artikel

Increasing numbers of Spanish-speaking preschool children require attention to improve the likelihood of success in school. This study, part of a larger 2-year ethnographic study of a Head Start classroom, elaborates the role of teachers’ interactions with students who were learning English. Using an interactional ethnography approach, the authors focus on the social nature of these interactions. The study illuminates the kinds of teacher interactions with students that support and hinder the students’ language learning. It reinforces the importance of student engagement in social interactions with teachers and with English other than codes of obedience and authority. Finally, it recommends actions teachers can take to provide optimal circumstances for English learning interactions for students.

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