A Warm wELLcome for Language Learners: Learning Together? Social Integration in Dual-Language Programs

2019 ◽  
Vol 47 (3) ◽  
pp. 61-67
Author(s):  
McKenna Lulic ◽  
Laura Quaynor
Keyword(s):  
Social Integration ◽  
Language Learners ◽  
Dual Language ◽  
Language Programs ◽  
Dual Language Programs ◽  
Learning Together

scholarly journals Enhancing Collaborative Learning: Activities and Structures in a Dual Language Preschool Classroom

2018 ◽  
Vol 12 (1) ◽  
pp. 5
Author(s):  
Iliana Alanís
Keyword(s):  
Language Learners ◽  
Cognitive Skills ◽  
Dual Language ◽  
Qualitative Methodology ◽  
Second Language Learners ◽  
Language Teachers ◽  
Learning Activities ◽  
Pedagogical Practices ◽  
Language Programs ◽  
Dual Language Programs

Changing demographics have led to a need for dual language teachers to adjust their pedagogy to best meet the needs of second language learners in dual language programs. However, the development of linguistic and cognitive skills for dual language learners continues to challenge early childhood teachers (Martinez, 2010; García & Kleifgen, 2010). With this in mind, it is important to explore effective pedagogical practices in dual language programs that encourage meaningful interactions with young bilingual learners (Garcia & Garcia, 2012; Gutiérrez, Zepeda, & Castro, 2010). This study used a qualitative methodology, including classroom observations and interviews, to investigate the teacher’s role in establishing students’ participation when partnered in pairs. Findings reveal the teachers use of visual and auditory scaffolding, strategic pairing of students, and intentional paired learning activities to enhance collaborative exchanges.

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