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Preschool educators' perceptions of practice in facilitating/modeling oral language acquisition and development.

机译：学龄前教育者对促进/建模口语习得和发展的实践认识。

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摘要

Preschool educators are linguistic models for their students. They prompt students to speak. Educators who are able to understand the critical nature of their role in the students' oracy development and to deliberately encourage conversation may have a profound impact on preschoolers who may be at risk. Oracy is self-expression prompted by discourse activities such as questioning, labeling, turn-taking in conversation, and it is stimulated by a variety of speech events, such as playing or otherwise interacting with peers and adults.;This study explored how preschool educators behaved as models in facilitating oral language acquisition and development. The goals of this study were to answer the following research questions: (1) What are the perceptions/practices of preschool educators in racially, linguistically and economically discrete preschool programs with regard to their role in developing oral competencies/oracy among their students? (2) What are the perceptions/practices of preschool educators in racially, linguistically and economically discrete preschool programs with regard to their role in facilitating second language acquisition? (3) What are the perceptions/practices of preschool educators in racially, linguistically and economically discrete preschool programs with regard to the instructional strategies used to facilitate interaction among their students? The research of McEwan (2002) and Wilcox (2000), Hart and Risley (2003), Ard and Beverly (2004) and Weigel (2007) suggests that oral language (oracy) development is a readiness factor for later reading, writing and listening competencies. Intentional strategies to promote oracy can narrow the reading achievement gap between students in racially, linguistically and economically discrete neighborhoods and their peers from more diverse environments.
机译：学龄前教育者是学生的语言模型。他们提示学生讲话。能够了解他们在学生的言语发展中所扮演角色的关键性质并刻意鼓励对话的教育者，可能会对处于危险中的学龄前儿童产生深远的影响。口头表达是由话语活动（例如提问，加标签，交谈）引起的自我表达，并受到各种言语事件的刺激，例如与同龄人和成年人玩耍或与其他人互动。该研究探索了学前教育者的方式充当促进口语习得和发展的榜样。这项研究的目的是回答以下研究问题：（1）学龄前教育者在种族，语言和经济上分散的学龄前计划中对他们在学生中发展口语能力/言语的作用方面有什么看法/做法？ （2）学龄前教育者在种族，语言和经济上分散的学龄前计划中对他们在促进第二语言习得中的作用有什么看法/做法？ （3）就促进学生之间互动的教学策略而言，学前教育工作者在种族，语言和经济上分散的学前教育计划中的看法/做法是什么？ McEwan（2002）和Wilcox（2000），Hart和Risley（2003），Ard和Beverly（2004）和Weigel（2007）的研究表明，口语（oracy）的发展是以后阅读，写作和听力的准备因素。能力。旨在促进言语的有意策略可以缩小种族，语言和经济离散社区中的学生与来自不同环境的同龄人之间的阅读成绩差距。

著录项

  • 作者

    Jones, Nicole Alissa.;

  • 作者单位

    Loyola University Chicago.;

  • 授予单位 Loyola University Chicago.;
  • 学科 Early childhood education.;Teacher education.
  • 学位 Ed.D.
  • 年度 2012
  • 页码 162 p.
  • 总页数 162
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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