Aspects of teachers’ language and communication support in Swedish preschools after a second phase of implementation

Abstract

The aim was to investigate the staff's language support towards children in Swedish preschools after eight weeks of structured language support. This study took place after an initial study of six weeks' language support. To identify support of Language Learning Environment, Opportunities and Interactions an observation-tool was used. Structured collegial discussions took place about language support strategies. The staff often engaged the children in structured conversations with adults and peers but seldom facilitated interactive book reading. The interactions were now more focused on general learner needs than on advanced language learning such as introducing new complex syntactic and semantic constructions. The staff's reflections showed that the discussions about the Language Environment items were intertwined with ideas about how to use these items to increase language opportunities and interactions. Accordingly, the staff's work with language support towards the children had further developed after two phases of professional language support.

Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers

“…This implies that change in teacher behaviour following CPD may be better captured by observing student outcomes. In addition, CSCOT has recently been used both as intervention content and as an outcome measure (Nordberg, 2019; 2020), indicating the dual potential of the CSCOT. Importantly, however, any change in teacher behaviour must be assessed by a critical peer, rather than by self-assessment.…”