Shared reading for valuing diversity and fostering language acquisition
Resource type
Book Part
Status
Published
Recommended form of citation (APA)
Quiring J., & Vogt F. (2020). Shared reading for valuing diversity and fostering language acquisition. In E. Aslan (Eds.), Migration, Religion and Early Childhood Education (Wiener Beiträge zur Islamforschung, S. 3-22). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-29809-8_1
Author(s)
External DOI
PHSG Organisation name
License Condition
CC BY 4.0 (International)
Proforis OA-status
Hybrid OA
OA-Acknowledgement
This OA publication was made possible by the Open Access Publication Fund of the St.Gallen University of Teacher Education (PHSG).
Topic PHSG
Frühe Bildung 0 bis 8
Fields of Science and Technology (OECD)
Education, general (including training, pedagogy, didactics)
Abstract
It is not unknown that children with a migration background often have fewer chances for a successful school career. Traditionally, a lack of skills in the common language is considered the cause of this inequality. Current discussions however offer multidimensional approaches and emphasise the fact that there are many more factors that account for this development. Nonetheless, good knowledge of the common language does support school success and thus remains an important factor. From an early childhood education perspective, the approach of incorporating language acquisition into it in everyday activities seems to be auspicious. Specific strategies to foster language skill acquisition in children that can be incorporated into everyday activities have been discerned. Among other methods, dialogic book reading is widely accepted as an evidence-based method to support children in enhancing their language skills. As important as the development of a conductive environment for the acquisition of language skills in institutions is the inclusion of the children’s parents into this discussion. One possibility is to encourage parents to invest in the children’s first language. (Verlag)
PHSG Organisation name
PHSG division (old structure)
PHSG - Institut Lehr-Lernforschung
Version
Published Version
Access Rights
Open Access
License Condition
CC BY 4.0 (International)
Rights Holder
Author(s)