Language-Conducive Strategies in Early Language Education

Schwartz, Mila

doi:10.1007/978-3-030-47073-9_24-1

Cited by 9 publications

(7 citation statements)

References 48 publications

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“…Early childhood teachers employ diverse teaching practices and strategies to promote children's acquisition of literacy skills. For instance, teachers utilize experiences related to literacy skills as part of their teaching practices in the classroom environment, including activities such as early writing and book reading, which can aid young children in gaining and developing literacy skills [41]. However, it is worth noting that this method may be less effective for children from impoverished home literacy environments [42,43].…”

Section: Teachers' Practices In the Early Childhood Literacy Classroo...mentioning

confidence: 99%

Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

Alsubaie

2024

Education Sciences

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The primary focus of this study is to explore the relationship between the early childhood literacy classroom environment and teachers’ practices to promote an understanding of their influence on Arabic-speaking children’s acquisition of literacy skills. This study utilizes a quantitative methodological approach, whereby null and alternative hypotheses were formulated to examine the association between Arabic-speaking children’s acquisition of literacy skills and the early childhood literacy classroom environment. Data analysis was conducted using a statistical technique known as structural equation modeling. The results of this study indicate that the literacy classroom environment, teachers’ practices, and Arabic-speaking children’s acquisition of literacy skills affect each other and have an evidence-based interrelationship. Based on this relationship, the results and recommendations of this study may be considered inspirational ideas for teachers, researchers, and decision-makers working in early childhood who seek to make positive educational changes in this field.

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Section: Teachers' Practices In the Early Childhood Literacy Classroo...mentioning

confidence: 99%

Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

Alsubaie

2024

Education Sciences

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“…In a related effort to focus on improving students' reading performance, many states have enacted "science of reading laws" or "third grade reading laws," which allow or require schools to retain students in grade if they do not meet reading proficiency minimums by a certain time point (Council of Chief State School Officers, 2019;Schwartz, 2022a). (Note that although many states suspended these laws during the pandemic [Schwartz, 2020], states have now started to resume enforcement of these policies [Schwartz, 2022b]).…”

Section: Contentmentioning

confidence: 99%

The Missing Infrastructure for Elementary (K–5) Social Studies Instruction: Findings from the 2022 American Instructional Resources Survey

2023

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hen elementary school students nationally were last assessed in 2010 in social studies topics-including U.S. history, civics, and geography-through the National Assessment of Educational Progress (NAEP), the results were concerning: Only one-quarter or less of U.S. fourth-graders attained a proficient score in these content areas (National Center for Education Statistics [NCES], 2020; NCES, undated-e; NCES, undated-f). 1 We do not know how student achievement in social studies among U.S. elementary schoolers has changed over the past decade because students have not been assessed. But if trends among fourthgraders are anything like what we see at the middle school level, the news is not good. At grade 8-where students have periodically been assessed over the past decade-consistently fewer

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“…Thus, there are important lessons learnt from how children develop in their L1 (e.g., Rowe & Snow, 2020) and English as L2 (e.g., Buysse et al, 2014; Washington-Nortey et al, 2020), as well as from recent reviews on early preschool FL programs (e.g., Garton & Copland, 2019; Nikolov & Lugossy, 2022; Thieme et al, 2021) and how children are assessed (Nikolov & Timpe-Laughlin, 2021; Prošić-Santovac & Rixon, 2019). Publications for teachers on how to implement good practice in pre-primary classrooms are also widely available (Curtain & Dahlberg, 2016; Bland, 2015; Ghosn, 2015; Mourão, 2015a; Mourão & Ellis, 2020; Mourão & Lourenço, 2015; Murphy, 2014; Murphy & Evangelou, 2016; Pinter, 2006, 2011; Rokita-Jaśkow & Ellis, 2019; Schwartz, 2018, 2022; Widlok et al, 2011).…”

Section: Theories On How Children Learn Languages In Bilingual and Fl...mentioning

confidence: 99%

Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022

Nikolov

Djigunović

2023

Lang. Teach.

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This article offers insights into trends found in 74 empirical studies on teaching and learning a foreign language (FL) in pre-primary schools in 25 countries. The emerging picture is like that of primary-school programs: most are implemented in English, mostly owing to parents’ enthusiasm rather than evidence on long term FL benefits. Researchers focus on measurable outcomes in the FL rather than embedding studies in what early childhood education and language policies aim for: developing children not only in a FL, but also in their first language and emotional, cognitive, and social domains. A short literature review on how children learn languages and what necessary conditions include, is followed by the evidence empirical studies offer along themes found in them. Research has revealed encouraging results as well as weaknesses, whereas most authors frame their findings in positive terms. Overall, the younger the children the slower their rate of FL development. The field is dominated by FL experts; it would benefit from early childhood expertise to shift it towards the whole child. Although the increase in research is significant, more is necessary to build a model of pre-primary FL programs. A table available online complements the text.

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Language-Conducive Strategies in Early Language Education

Cited by 9 publications

References 48 publications

Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

The Missing Infrastructure for Elementary (K–5) Social Studies Instruction: Findings from the 2022 American Instructional Resources Survey

Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022

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Language-Conducive Strategies in Early Language Education

Cited by 9 publications

References 48 publications

Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

The Missing Infrastructure for Elementary (K&ndash;5) Social Studies Instruction: Findings from the 2022 American Instructional Resources Survey

Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022

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The Missing Infrastructure for Elementary (K–5) Social Studies Instruction: Findings from the 2022 American Instructional Resources Survey