Teacher and peer support of lone speakers of home languages other than English attending early childhood centres

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dc.contributor.advisor Keown, L en
dc.contributor.advisor Hohepa, M en
dc.contributor.author Schofield, Anne en
dc.date.accessioned 2011-05-30T20:14:24Z en
dc.date.issued 2011 en
dc.identifier.uri http://hdl.handle.net/2292/6768 en
dc.description.abstract This study investigated the English language learning experiences of 12 children who were lone speakers of home languages other than English attending three English medium early childhood centres [ECCs] with different philosophies, programmes, and practices: a sessional kindergarten, and two all day care centres. The study focused on the interpersonal environments of the centres; specifically the participants 'interactions with teachers and peers, and how these were influenced by differences in aspects of the centres' temporal environments including the organisation and nature of free play activities, mat times, and lunch times. The longitudinal, mixed method design of the study incorporated observations, teacher and parental questionnaires, and the British Picture Vocabulary Scale [BPVS], a measure of the participants' receptive English language progress. Six observations of each participant over a nine month period provided a series of snap shots of the participants' productive language and language acquisition opportunities at the centres. Audio recordings and observer field notes provided data on the frequency and nature of interactions between the participants and their teachers and peers. The results showed that the participants at the sessional kindergarten participated in a greater frequency of extended reciprocal interactions with their teachers and more frequent interactions with peers than the participants at the day care centres. These interactions appeared to provide the kindergarten participants with more English language acquisition opportunities. Moreover, the kindergarten participants made greater progress on average, in receptive English language acquisition as shown by the BPVS results, and demonstrated greater English productive language abilities than the day care participants. The study findings suggest that differences in early childhood centres 'temporal environments influence the centres' interpersonal environments, and thus the English as a second language learners' English language acquisition opportunities. This thesis makes some tentative recommendations for practice and policy to help teachers to provide more optimal English language acquisition support for lone speakers of home languages other than English acquiring English at ECCs. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA99213867714002091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title Teacher and peer support of lone speakers of home languages other than English attending early childhood centres en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Doctoral en
thesis.degree.name PhD en
dc.rights.holder Copyright: The author en
pubs.author-url http://hdl.handle.net/2292/6768 en
pubs.peer-review false en
pubs.elements-id 210655 en
pubs.record-created-at-source-date 2011-05-31 en


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