Studies that measure the effectiveness of language-training program for children's language development do not clearly identify in adult-child interaction which characteristics of educators' language are most effective, particularly for children over 4 years of age who need to develop complex syntactic skills. Our study aimed to analyze the…

The Initiation-Response-Feedback (IRF) talk sequence dominates whole-class talk in school lessons but frequently provides limited talk options for students. This article examines a variant of the sequence produced by young children and their teacher in an early years' classroom. The multiple-response sequences were identified in classroom…

This paper arises from research undertaken by educational semioticians and science educators investigating the use of student generated digital artefacts as assessment tasks in pre-service science teacher education. Part of a broader shift toward student-generated media in tertiary science, the use of such tasks is driven by the need to deepen…

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…

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…

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…

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…

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…

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…