Preparing Teachers for Early Language Education

Alstad, Gunhild Tomter

doi:10.1007/978-3-030-47073-9_22-1

Cited by 4 publications

(1 citation statement)

References 53 publications

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“…However, since the guidelines provided by the Framework Plan are broad and non-specific in terms of implementation, the knowledge and competence of staff becomes crucial for the quality children experience on a day-to-day basis. Previous research has shown that ECEC teachers are uncertain about how to provide a stimulating and meaningful language-learning environment for dual language learners (Alstad, 2020;Alstad & Mourão, 2021), despite having a bachelor's degree. Consequently, there seems to be a need for both preservice and in-service professional development to improve competence in how to support language development for dual-language learners.…”

Section: Discussionmentioning

confidence: 99%

Acquisition of the majority language in Norwegian ECEC: Relating language-learning environment in ECEC to expressive vocabulary

Hansen

Eliassen²,

Romøren³

et al. 2023

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Developing proficiency in the language(s) spoken in any given society is crucial for the inclusion and attainment of children in that society. With an enrolment rate in Norwegian early childhood education and care (ECEC) of 93.4% for children between age one and five, ECEC constitutes an important out-of-home learning environment for children in Norway. In this study, we examine how the quality of language-learning environments in toddler and preschool groups predicts children’s expressive vocabulary in the majority language depending on children’s home languages. Data from the quality rating scales ITERS R and ECERS-R were used to model quality factors related to expressive vocabulary in toddler and preschool groups. The sample included 1,078 children (876 children with parents who spoke the majority language exclusively, 104 children with one parent who spoke the majority language and one parent who spoke another language, and 57 children with no majority language speaking parents). The results show that the quality of the language-learning environment in toddler and preschool groups is positively associated with expressive vocabulary in the majority language at age three and five, but only for children whose parents spoke the majority language exclusively.

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Section: Discussionmentioning

confidence: 99%

Acquisition of the majority language in Norwegian ECEC: Relating language-learning environment in ECEC to expressive vocabulary

Hansen

Eliassen²,

Romøren³

et al. 2023

nbf

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Early Language Education in Luxembourg

Kirsch

Seele

2020

Springer International Handbooks of Education

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This chapter examines recent language education laws in Luxembourg as well as the ways in which early years practitioners appropriated the new policies and put them into practice. The chapter begins with a brief introduction of the linguistic landscape in Luxembourg and a summary of the dynamic development of the country's early childhood education system. Special emphasis is put on recent changes in language education policies, which call for a more inclusive and multilingual early language education. Monolingual practices now need to open up to flexible language use and offer children opportunities to capitalize on their entire semiotic repertoire for communicating, meaning-making, and learning. The central concerns of this chapter are the ways in which policy changes influence educational practices in formal and non-formal settings and how professional development shapes this process. In order to address these questions, the authors review literature on language education policy, translanguaging, and professional development and examine studies on early language education in Luxembourg. Next, they discuss recent initiatives of professional development in formal and non-formal early years settings as well as their outcomes. Finally, they present critical issues such as the practitioners' reflexivity and responsibility and the sustainability of professional development. Future research directions include family language policies, partnerships between families and early childhood institutions and children's languaging practices inside and across these institutions.

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Teacher’s beliefs and flexible language strategies in a monolingual preschool classroom

Gelir

2022

Education 3-13

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Preparing Teachers for Early Language Education

Cited by 4 publications

References 53 publications

Acquisition of the majority language in Norwegian ECEC: Relating language-learning environment in ECEC to expressive vocabulary

Acquisition of the majority language in Norwegian ECEC: Relating language-learning environment in ECEC to expressive vocabulary

Early Language Education in Luxembourg

Teacher’s beliefs and flexible language strategies in a monolingual preschool classroom

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