当前位置:
X-MOL 学术
›
Rev. Educ. Res.
›
论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
A Systematic Review of Teacher–Child Interactions With Multilingual Young Children
Review of Educational Research ( IF 11.2 ) Pub Date : 2019-06-06 , DOI: 10.3102/0034654319855619 Annegien Langeloo 1 , Mayra Mascareño Lara 1 , Marjolein I. Deunk 1 , Nikolai F. Klitzing 1 , Jan-Willem Strijbos 1
Review of Educational Research ( IF 11.2 ) Pub Date : 2019-06-06 , DOI: 10.3102/0034654319855619 Annegien Langeloo 1 , Mayra Mascareño Lara 1 , Marjolein I. Deunk 1 , Nikolai F. Klitzing 1 , Jan-Willem Strijbos 1
Affiliation
Teacher–child interactions are the most important factor that determines the quality of early-childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher–child interactions that multilingual children are exposed to, and of how they differ from teacher–child interactions of monolingual children. Thirty-one studies were included. The included studies (a) mainly focused on multilingual children with low language proficiency in the majority language and (b) hardly compared between monolingual and multilingual children. The review shows that teacher–child interactions of multilingual children are comparable to the interactions of monolingual children, although teachers do adopt different strategies to facilitate the development of multilingual children, such as the use of the home language and nonverbal communication to support understanding. Worryingly, several studies indicate that multilingual children are exposed to unequal learning opportunities compared with their monolingual peers.
中文翻译:
对多语种幼儿师幼互动的系统评价
师幼互动是决定幼儿教育质量的最重要因素。为了更好地了解多语儿童所接触的师生互动的性质,以及它们与单语儿童的师幼互动有何不同,我们进行了系统评价。共纳入 31 项研究。纳入的研究 (a) 主要集中在主要语言中语言能力低下的多语言儿童和 (b) 几乎无法比较单语和多语儿童。审查表明,多语儿童的师生互动与单语儿童的互动具有可比性,尽管教师确实采取了不同的策略来促进多语儿童的发展,例如使用母语和非语言交流来支持理解。令人担忧的是,几项研究表明,与只会说一种语言的同龄人相比,多语种儿童面临着不平等的学习机会。
更新日期:2019-06-06
中文翻译:
对多语种幼儿师幼互动的系统评价
师幼互动是决定幼儿教育质量的最重要因素。为了更好地了解多语儿童所接触的师生互动的性质,以及它们与单语儿童的师幼互动有何不同,我们进行了系统评价。共纳入 31 项研究。纳入的研究 (a) 主要集中在主要语言中语言能力低下的多语言儿童和 (b) 几乎无法比较单语和多语儿童。审查表明,多语儿童的师生互动与单语儿童的互动具有可比性,尽管教师确实采取了不同的策略来促进多语儿童的发展,例如使用母语和非语言交流来支持理解。令人担忧的是,几项研究表明,与只会说一种语言的同龄人相比,多语种儿童面临着不平等的学习机会。