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ERIC Number: EJ1068150
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0300-4430
Teacher Feedback to Support Oral Language Learning for Young Dual Language Learners
Cheatham, Gregory A.; Jimenez-Silva, Margarita; Park, Hyejin
Early Child Development and Care, v185 n9 p1452-1463 2015
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A