In this study, we examined how preschool students with language delays engaged in interactive dialogue during regular circle time and dramatic inquiry activities. Using frequency recording of three preschool students’ linguistic engagement and multimodal analysis of classroom video data, this article explores how these students produced social, instructional, and academic language as well as multimodal actions to engage in interactive dialogue with their teachers and peers. Overall, students exhibited higher levels of linguistic engagement during traditional instruction; however, multimodal analysis revealed the ways students engaged in interactive dialogue during dramatic inquiry was far more complex. We conclude that dramatic inquiry created opportunities for students to learn and produce academic language and corresponding multimodal actions while regular instruction provided students opportunities to practice social and instructional language. Our analysis demonstrates the complexities of how preschoolers with language delays use different forms of verbal and non-verbal language to share their personal experiences and content knowledge with others. In all, this study emphasizes the importance of considering both quantitative and qualitative data when trying to understand how preschoolers engage in interactive dialogue in the classroom.

中文翻译：

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使用基于游戏的教学法和戏剧性探究，为学龄前儿童互动时间创造互动对话的空间

在这项研究中，我们研究了有语言障碍的学龄前学生在固定的社交时间和戏剧性的探究活动中如何进行互动对话。通过对三个学龄前儿童的语言参与进行录音并对教室视频数据进行多模式分析，本文探讨了这些学生如何产生社交，教学和学术语言以及多模式行动以与老师和同伴进行互动对话。总体而言，学生在传统教学中表现出较高的语言参与度；但是，多模式分析显示，学生在戏剧性探究过程中进行互动对话的方式要复杂得多。我们得出的结论是，戏剧性的探究为学生提供了学习和产生学术语言以及相应的多式联运行为的机会，而常规教学则为学生提供了练习社交和教学语言的机会。我们的分析表明，语言延迟的学龄前儿童如何使用不同形式的口头和非口头语言与他人分享他们的个人经历和内容知识的复杂性。总而言之，这项研究强调了在试图了解学龄前儿童如何在课堂上进行互动对话时考虑定量和定性数据的重要性。我们的分析表明，语言延迟的学龄前儿童如何使用不同形式的口头和非口头语言与他人分享他们的个人经历和内容知识的复杂性。总而言之，这项研究强调了在试图了解学龄前儿童如何在课堂上进行互动对话时考虑定量和定性数据的重要性。我们的分析表明，语言延迟的学龄前儿童如何使用不同形式的口头和非口头语言与他人分享他们的个人经历和内容知识的复杂性。总而言之，这项研究强调了在试图了解学龄前儿童如何在课堂上进行互动对话时考虑定量和定性数据的重要性。