The Influence of Teachers, Peers, and Play Materials on Dual Language Learners’ Play Interactions in Preschool
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10643-022-01350-1.pdf
Reference72 articles.
1. Acar, I. H., Hong, S. Y., & Wu, C. (2017). Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions. European Early Childhood Education Research Journal, 25(6), 866–884. https://doi.org/10.1080/1350293X.2017.1380884
2. Arreguín-Anderson, M. G., Salinas-Gonzalez, I., & Alanis, I. (2018). Translingual play that promotes cultural connections, invention, and regulation: A LatCrit perspective. International Multilingual Research Journal, 12(4), 273–287. https://doi.org/10.1080/19313152.2018.1470434
3. August, D., McCardle, P., & Shanahan, T. (2014). Developing literacy in English language learners: Findings from a review of the experimental research. School Psychology Review, 43(4), 490–498.
4. Baker, M. (2019). Playing, talking, co-constructing: Exemplary teaching for young dual language learners across program types. Early Childhood Education Journal, 47(1), 115–130. https://doi.org/10.1007/s10643-018-0903-0
5. Bao, D. (2019). The place of silence in second language acquisition. English Language Teaching & Research, 1(1), 26–42.
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