Zobrazeno 1 - 10
of 222
pro vyhledávání: '"multilingual children"'
Publikováno v:
Barnboken: Tidskrift för Barnlitteraturforskning, Vol 47 (2024)
One in five children in Norwegian kindergartens are multilingual, and reading practices that encourage the use of multilinguals’ entire linguistic repertoire can serve as important opportunities for language sharing, which is also encouraged by the
Externí odkaz:
https://doaj.org/article/57fd91bcc28644518634750c58fd2cf9
Publikováno v:
Journal of Early Childhood Education Research, Vol 13, Iss 1 (2024)
Increasing linguistic diversity creates a need to construct early learning environments as spaces where children’s whole multilingual repertoires are represented. The purpose of these spaces is to support the crossing of linguistic boundaries durin
Externí odkaz:
https://doaj.org/article/9e3d12617800493289358e43c3926948
ECEC Teachers’ Reported Practices and Attitudes Toward Read-Alouds in Nordic Multilingual Classrooms
Autor:
Hilde Hofslundsengen, Maria Magnusson, Martina Norling, Sofie Tjäru, Hanne Næss Hjetland, Tarja Alatalo
Publikováno v:
Nordic Journal of Literacy Research, Vol 9, Iss 2 (2023)
This study investigated teachers’ self-reported read-aloud practices in multilingual early childhood education and care (ECEC) classrooms in Finland, Norway, and Sweden. A total of 170 ECEC teachers participated in a survey about read-aloud practic
Externí odkaz:
https://doaj.org/article/7b67bafbf21c4ac486dd8bcb02b15f34
Publikováno v:
Languages, Vol 9, Iss 3, p 80 (2024)
The growing field of family language policies (FLPs), defined as overt and explicit planning in relation to language use among family members, has garnered increasing interest. FLPs influence child–caretaker interactions and are closely linked to c
Externí odkaz:
https://doaj.org/article/6750f9c19f3c4ef88c36ef11d6b4f406
Autor:
Mårten Eriksson, Karin Myrberg
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
IntroductionThe purpose of the present study was to investigate whether information from the Swedish version of the Communicative Development Inventories III (SCDI-III) is informative to the Speech and Language Pathologist (SLP) when examining childr
Externí odkaz:
https://doaj.org/article/0474ef25d2eb49ecb0ee6360ff7b7caa
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
Research points to negative associations between educational success, socioemotional functioning, and the severity of symptoms in some speech-language disorders (SLDs). Nonetheless, the majority of studies examining SLDs in children have focused on m
Externí odkaz:
https://doaj.org/article/f9a7324bdbd84d8d996593ea89e834f6
Autor:
Marit M. Bredesen, Kari-Anne B. Næss
Publikováno v:
Education Sciences, Vol 13, Iss 10, p 1066 (2023)
Teacher questions asked during picture-book reading may stimulate the child’s practice of new vocabulary. However, there is great variation in children’s amount of verbal expression, and little knowledge exists about what level of openness in the
Externí odkaz:
https://doaj.org/article/89e2e9010f154b21b7599c786fbcabac
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