Abstract Little analytical scrutiny has been devoted to teacher accommodation of academic language at the early childhood level, despite being a critical school-level factor to consider when addressing at-risk learners’ academic needs. The present study investigates how fifteen Head Start teachers support three components of academic language during whole-class read-alouds of narrative storybooks: academic vocabulary, conceptual knowledge, and complex syntax. Pairing a corpus-based analysis of linguistic features and content analyses of teachers’ extratextual utterances, we describe teachers’ strategies for accommodating at-risk children’s early experiences with linguistically and syntactically complex texts. Our findings indicate that teachers simplified the language of the texts to accommodate student need, while also providing examples of academic talk through defining terms and providing conceptually-rich talk. Although teachers provided rich support for academic vocabulary, less accommodation was made for complex syntax. Practical and theoretical implications are addressed.

中文翻译：

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幼儿启蒙前大声朗读学术语言的教师住宿

摘要尽管在满足高危学习者的学习需求时是一个重要的学校层面的考虑因素，但对于儿童早期的学术语言的适应性研究却很少。本研究调查了全班叙事故事书朗读过程中，十五名启蒙老师如何支持学术语言的三个组成部分：学术词汇量，概念知识和复杂语法。结合基于语料库的语言特征分析和教师的课外话语内容分析，我们描述了教师在处理高危儿童早期经历时所采用的策略，包括语言和句法复杂的文本。我们的发现表明，教师简化了课文的语言以适应学生的需求，同时还通过定义术语和提供概念丰富的演讲来提供学术演讲的示例。尽管教师为学术词汇提供了丰富的支持，但对于复杂语法的适应却较少。实践和理论意义。