View in EDS HTML Full Text PDF Full Text

Enhancing Dual Language Development in Preschool Programs: A Focus on Intentional Language Instruction and Adult–Child Interactions.

Saved in:
Bibliographic Details
Title: Enhancing Dual Language Development in Preschool Programs: A Focus on Intentional Language Instruction and Adult–Child Interactions.
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]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 191573881
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Enhancing Dual Language Development in Preschool Programs: A Focus on Intentional Language Instruction and Adult–Child Interactions.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Miller%2C+Christina%22">Miller, Christina</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Movahedazarhouligh%2C+Sara%22">Movahedazarhouligh, Sara</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> saramovahed@gmail.com</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Feb2026, Vol. 54 Issue 2, p527-545. 19p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Explicit+instruction%22">Explicit instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent-child+relationships%22">Parent-child relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191573881
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10643-024-01842-2
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 527
    Subjects:
      – SubjectFull: Preschool education
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Explicit instruction
        Type: general
      – SubjectFull: Parent-child relationships
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Limited English-proficient students
        Type: general
      – SubjectFull: Emergent literacy
        Type: general
      – SubjectFull: Mixed methods research
        Type: general
    Titles:
      – TitleFull: Enhancing Dual Language Development in Preschool Programs: A Focus on Intentional Language Instruction and Adult–Child Interactions.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Miller, Christina
      – PersonEntity:
          Name:
            NameFull: Movahedazarhouligh, Sara
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 10823301
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Early Childhood Education Journal
              Type: main
ResultId 1