A Study of the Play of Dual Language Learners in an English-Speaking Classroom

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Learning how to interact with other children is an important life skill and a key objective of most early childhood programs. But what happens when a child arrives at preschool with limited English language skills? How do they learn to engage socially, and how can teachers support them? This Telly Award winning video highlights findings from a qualitative study looking at the play of dual language learners in a predominantly English-speaking classroom.
Implications for teachers are that teachers may need to: 1) Serve as an interpreter for dual language learners, 2) Strategically partner DLLs with English-speaking peers who will be supportive, 3) Guide English-speaking children to communicate with DLLs in a variety of ways, and 4) Provide DLLs with frequent breaks from the demands of communicating in English.
Copyright © 2020 Center for Early Childhood Education at Eastern Connecticut State University. This video may only be used for educational purposes. It may not be used for commercial purposes and may not be edited or adapted without written permission from the Center for Early Childhood Education. For more information, visit www.easternct.edu/center-for-...