Enhancing Dual Language Development in Preschool Programs: A Focus on Intentional Language Instruction and Adult–Child Interactions.
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| Title: | Enhancing Dual Language Development in Preschool Programs: A Focus on Intentional Language Instruction and Adult–Child Interactions. |
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| Authors: | Miller, Christina1 (AUTHOR), Movahedazarhouligh, Sara2 (AUTHOR) saramovahed@gmail.com |
| Source: | Early Childhood Education Journal. Feb2026, Vol. 54 Issue 2, p527-545. 19p. |
| Subject Terms: | *Preschool education, *Early childhood education, *Explicit instruction, *Parent-child relationships, *Language acquisition, *Limited English-proficient students, *Emergent literacy, *Mixed methods research |
| Abstract: | Language development is fundamental in early childhood education (ECE). While in recent years, research regarding the importance of dual language development for DLLs in ECE has increased, there remains a great need to determine effective practices and quality measurement tools that effectively support linguistically diverse children in ECE settings. This study investigated the effectiveness of positive adult–child interactions and intentional language instruction as the two recommended practices to support the language and literacy development of at-risk linguistically diverse preschool children in ECE classrooms. A mixed-methods research approach was used to gather data. Positive adult–child interactions in the classroom significantly influenced DLLs' language and literacy development. Intentional language instruction can positively impact DLLs' language and literacy development when supportive conversations and language modeling are included as part of the intentional instruction. Discussion of the findings and implications for future research and practice is discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Language development is fundamental in early childhood education (ECE). While in recent years, research regarding the importance of dual language development for DLLs in ECE has increased, there remains a great need to determine effective practices and quality measurement tools that effectively support linguistically diverse children in ECE settings. This study investigated the effectiveness of positive adult–child interactions and intentional language instruction as the two recommended practices to support the language and literacy development of at-risk linguistically diverse preschool children in ECE classrooms. A mixed-methods research approach was used to gather data. Positive adult–child interactions in the classroom significantly influenced DLLs' language and literacy development. Intentional language instruction can positively impact DLLs' language and literacy development when supportive conversations and language modeling are included as part of the intentional instruction. Discussion of the findings and implications for future research and practice is discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10823301 |
| DOI: | 10.1007/s10643-024-01842-2 |
