支持双语学前儿童的第二语言学习,通过在专门的学前计划中专业化护理人员的专业化
Jannika Boese1, Julian Busch2, Birgit Leyendecker2
1Research Unit of Language and Communication, Department of Rehabilitation Sciences, TU Dortmund University, Dortmund, Germany.
Frontiers in psychology
|July 10, 2023
概括
在语言支持和对话式阅读方面进行护理人员培训,改善了双语儿童的语法技能. 虽然词汇的增长并不显著,但该计划在专门的学前教育中提高了儿童和照顾者的能力.
科学领域:
- 幼儿教育 儿童早期教育
- 获得第二语言的学习.
- 发展心理学 发展心理学
背景情况:
- 专门的幼儿园为具有不同语言背景的儿童提供服务,经常显示适度提高德语语言技能.
- 这些计划中现有的语言支持质量被评为平均,表明需要加强策略.
研究的目的:
- 评估一项以语言支持策略和对话式阅读为重点的培训计划,用于专门的学前教育机构的护理人员.
- 评估这项培训对双语儿童及其照顾者的语言能力的影响.
主要方法:
- 采用干预性前后测试设计,评估儿童的感受性语言 (词汇和语法) 和护理人员的语言支持技能.
- 儿童 (n=48) 和护理人员 (n=15) 参与,对干预组 (受过培训的护理人员) 和对照组 (未受过培训的护理人员,n=43) 进行了比较.
主要成果:
- 儿童和护理人员在培训后表现出能力的提高;对照组没有显著地提高词汇量.
- 照顾者培训对儿童的接受性语法学习产生了积极的影响,但不是词汇技能.
- 干预组和对照组之间的直接比较显示,儿童随着时间的推移对接收词汇的获取没有显著影响.
结论:
- 在语言支持策略和对话式阅读方面,护理人员培训显示出提高双语儿童在学前教育环境中的语法学习的潜力.
- 研究结果表明,针对教育工作者的专业发展可以对年轻双语学习者的语言发展产生积极影响.
- 需要进一步的研究来探索通过护理人员培训影响语言学习不同方面的具体机制.
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