How Do Early Childhood Teachers Understand and Support the Needs of Young English Language Learners?
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 환태평양유아교육연구학회
ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 8권 / 1호
ㆍ저자명 : Carolina Cabezas, Elizabeth Rouse
ㆍ저자명 : Carolina Cabezas, Elizabeth Rouse
목차
IntroductionLiterature Review
The Study
Findings
Discussion
Conclusion
한국어 초록
In Australia, over one third of all children in Early Childhood programs speak a first language other thanEnglish. Despite considerable work into teachers’ beliefs on cultural diversity, attention to aspects ofsecond language acquisition in the Early Years has been limited within the Early Childhood field. Thispaper reports on a small study investigating how four early childhood educators understand theory ofSecond Language Acquisition (SLA) and bilingualism, and how they cater for language-minoritystudents in their programs. The findings revealed a complex interplay between the way participantsinterpret and support the needs of these children, their experience in the field, and professional education.The teachers in the study reveal various perspectives on how SLA and bilingualism manifest during theearly years, and how they affect the learning of children with a Language Background other than English(LBOTE). The teachers also seemed to rely on experiential and intuitive approaches in planning andteaching English Language Learners (ELLs). This study brings new perspectives to understanding thenature of teachers’ beliefs and practice regarding English language learners.영어 초록
In Australia, over one third of all children in Early Childhood programs speak a first language other thanEnglish. Despite considerable work into teachers’ beliefs on cultural diversity, attention to aspects of
second language acquisition in the Early Years has been limited within the Early Childhood field. This
paper reports on a small study investigating how four early childhood educators understand theory of
Second Language Acquisition (SLA) and bilingualism, and how they cater for language-minority
students in their programs. The findings revealed a complex interplay between the way participants
interpret and support the needs of these children, their experience in the field, and professional education.
The teachers in the study reveal various perspectives on how SLA and bilingualism manifest during the
early years, and how they affect the learning of children with a Language Background other than English
(LBOTE). The teachers also seemed to rely on experiential and intuitive approaches in planning and
teaching English Language Learners (ELLs). This study brings new perspectives to understanding the
nature of teachers’ beliefs and practice regarding English language learners.