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Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences ...
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Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences ...
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Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences
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Thoma, Dieter. - : Routledge, Taylor & Francis Group, 2021. : Psychology Press, 2021
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Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development?
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Foreign language development during temporary school closures in the 2020 Covid-19 pandemic
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Bilingual advantages in early foreign language learning: Effects of the minority and the majority language
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Reduced language processing automaticity induces weaker emotions in bilinguals regardless of learning context
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Integrating multilingualism into the early foreign language classroom: Empirical and teaching perspectives
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How cross-linguistic differences in the grammaticalization of future time reference influence intertemporal choices
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L1 effects in the early L3 acquisition of vocabulary and grammar
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Mehrsprachigkeit und metasprachliche Bewusstheit im Englischerwerb in der Grundschule
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Sprachliche Kompetenzen Pädagogischer Fachkräfte (SprachKoPF) ... : Language skills of qualified persons in education (SprachKoPF) ...
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Early childhood educators’ competences for supporting children’s academic language skills in Germany
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Abstract:
This study investigates early childhood educators’ language training competence that is required to support children's linguistic development. Hundred and forty-four early-years-professionals in Germany completed a computer-based assessment. We first tested knowledge of linguistic topics (e.g. morpho-syntax, developmental stages). Second, we probed their ability to make relevant linguistic observations in videotaped child–educator interactions. Third, we asked them to select adequate language interventions for the observed child. The participants’ knowledge and observing ability scores were slightly above 50% but they scored low in selecting effective interventions. More detailed analyses indicate that those with a higher level of secondary education outperformed low-educated early-years-professionals. Only those with intensive specialist training were better equipped to choose appropriate intervention methods. We discuss the results in light of the current German and (inter-) national practice of early childhood educators’ professional training and suggest a greater emphasis on linguistics and language awareness in their education.
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URL: https://doi.org/10.1080/09658416.2013.863896 https://eprints.lancs.ac.uk/id/eprint/66142/ https://eprints.lancs.ac.uk/id/eprint/66142/1/Michel_et_al_ALA_preprint.pdf
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Early childhood educators’ knowledge and abilities in planning language learning environments
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Schlussbericht des Vorhabens Sprachliche Kompetenzen pädagogischer Fachkräfte - SprachKoPF.
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