Effects of academic and non-academic instructional approaches on preschool English language learners’ classroom engagement and English language development

Abstract

This research compared the relative impact of different preschool activities on the development of bilingual students' English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic) activities. The researcher utilized both quantitative and qualitative research approaches; data sources included 285 preschool observations made in three classrooms in Northern California. Data analysis consisted of descriptive statistics (e.g. frequencies/percentages, mean values, and standard deviations). In addition, children's observed scores were also analyzed by normative scales using standardized z-scores. The findings of this study indicated that bilingual children engaged and interacted significantly more during free-play (non-academic) preschool classroom activities than during teacher-structured (academic) activities. Specific free-play activities enabling optimal engagement and second language acquisition were pretend play, free play, and monkey bars. The study's major implication is that free-play (non-academic) activities may be much more helpful in developing bilingual preschoolers' Englishlanguage skills than teacher-structured (academic) activities. Free-play activities are an affordance for making language available, which helps with building academic skills and cultural capital. This study proves that freeplay activities are an affordance for language learning because bilingual children have shown dramatically greater engagement in non-academic activities (vs academic activities). The importance of free-play activities may extend beyond preschool classrooms (e.g. greater English-language development in early preschool may subsequently positively impact student performance in kindergarten). Thus, unstructured, social-based activities should be implemented for bilingual students in K-12 classrooms. Free-play (i.e. non-academic) activities should be implemented in preschool.

Executive Function Skills and Classroom Behaviors of U.S. Prekindergartners With Special Needs

“…The authors assert that both types of activities have the potential to provide learning opportunities for children with disabilities, but that they require skilled scaffolding from teachers to help the children. Markova (2017) found remarkably similar results for ELL children in classroom settings. Children learning English were dramatically more engaged during free play than during teacher-directed activities.…”

“…Multiple studies have emphasized the importance of adult scaffolding and assistance for both children who are ELL (e.g., Markova, 2017) and children with special needs. Mills et al (2014) found that to enable young children with language disabilities to interact effectively with peers, adults must help structure the play situation.…”

“My greatest challenge happens to be my greatest success”: Overcoming barriers during an early preservice teacher practicum with a high percentage of dual language learners

“…These experiences will likely be important for these PSTs as they further learn about second-language acquisition processes and their impact on student learning. Therefore, setting the stage/environment for these types of interactions is an important component of relationship-building, which is viewed as a valuable context for oral language development (Magruder et al, 2013;Markova, 2017).…”

“…Explicit, appropriate, language instruction and assessment are components that characterize programs providing the best outcomes for DLLs. "Child-centered" free play opportunities offer DLLs significantly higher levels of engagement and language rich interactions than teacher-directed academic activities (Markova, 2017).…”

Early Language Education in the United Arab Emirates

“…In this regard, Mehana (2018, p. 94) concludes from her research on state kindergarten teachers that "a prevailing view was that teaching academic skills in a structured environment would help children prepare for Grade 1." However, research elsewhere has found that free play time affords more opportunities for second language development of young learners than teacher-directed activities (Markova 2016;Schwartz and Deeb 2018).…”