Teacher feedback to support oral language learning for young dual language learners

Gregory A. Cheatham, Margarita Jimenez-Silva, Hyejin Park

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

With the increasing numbers of dual language learners (DLLs) in early childhood programmes, the use of research-based and effective pedagogical strategies to support oral language learning is important. Early childhood classrooms can provide many opportunities to support language learning. Teacher feedback is an intentional teaching strategy to support oral language skills for both English and children's home language. We first present an overview of contexts for language learning in early childhood including a discussion of intentional teaching. Next, we discuss considerations for early childhood teachers’ provision of feedback to children regarding their oral language use. Finally, we present six teacher feedback strategies to foster oral English and/or home language skills for DLLs.

Original languageEnglish (US)
Pages (from-to)1452-1463
Number of pages12
JournalEarly Child Development and Care
Volume185
Issue number9
DOIs
StatePublished - Sep 2 2015

Keywords

  • dual language learners
  • language
  • teacher

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Pediatrics

Fingerprint Dive into the research topics of 'Teacher feedback to support oral language learning for young dual language learners'. Together they form a unique fingerprint.

  • Cite this