为双语学习者提供双语支持? 探索 DLL 早期学习成果的学前班级教学支持
Anne Partika1, Anna D Johnson1, Deborah A Phillips1
1Department of Psychology, Georgetown University.
Early childhood research quarterly
|September 29, 2025
概括
在学前教育中支持家庭语言,通过提高数学技能和词汇,使双语学习者受益. 在课堂上为母语提供支持,而不是英语学习,对DLL的学习成果产生了积极的影响.
科学领域:
- 教育教育教育教育教育教育.
- 发展心理学 发展心理学
- 语言学的语言学.
背景情况:
- 双语学习者 (DLLs) 是美国幼儿园快速增长的人口.
- 学前教育有利于DLL,但最佳的教学支持仍然不清楚.
- 对DLL有效的课堂策略的研究是有限的.
研究的目的:
- 调查母语和英语学习支持对DLL技能的影响.
- 检查课堂支持与DLL的英语语言,定量推理和家庭语言技能之间的关联.
- 为了确定课堂DLL组成是否能调节这些关联.
主要方法:
- 研究的重点是西班牙语DLL在Head Start和幼儿园课程.
- 评估了家庭语言支持,英语学习支持和儿童结果之间的关联.
- 根据基线技能进行控制,并根据课堂DLL比例检查调节.
主要成果:
- 家庭语言的课堂支持与定量推理和西班牙语词汇积极相关.
- 支持英国收购并没有预测结果.
- 根据DLL在课堂中的比例而有所不同.
结论:
- 在学前教育中支持DLL的母语对于发展基础数学前技能和母语能力至关重要.
- 即使教师不说母语,母语支持也可以有效.
- 课堂组成 (DLL的比例) 是影响教学有效性的重要因素.
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