By Ulla Licandro
The present paintings follows the idea that fictional oral narratives characterize socio-emotionally and academically appropriate communicative practices. reviews are provided, aiming to (1) learn the narrative talents of preschool-age Turkish-German twin language newbies (DLLs) and (2) discover a peer-assisted method of assisting DLLs’ narrative abilities in early adolescence schooling and care. The findings relate to the impression of twin language studying on narrative creation and supply rising proof for the effectiveness of a peer-assisted narrative intervention approach.
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Additional resources for Narrative Skills of Dual Language Learners: Acquisition and Peer-Assisted Support in Early Childhood Education and Care
2004; Gardner-Neblett & Iruka, 2015; Neuman & Dickinson, 2011; Reese, Suggate, Long, & Schaughency, 2010; Speece, Roth, Cooper, & De La Paz, 1999; Storch & Whitehurst, 2002; Tabors, Snow, & Dickinson, 2001). In addition, later mathematical ability was also linked to preschool narrative competence (O'Neill, Pearce, & Pick, 2004). Fictional Narrative in Home and ECEC Contexts Conversation Contextualized Language Skills Exposition Decontextualized Language Skills Later Academic Achievement contextualized Figure 3.
The challenge a preschool-age child faces when creating a “good” fictional narrative is considerably higher than producing conversational speech: As a narrator, it is required to conceptualize and coordinate a series of events with the production of connected utterances which convey character’s perspective, while only limited environmental support is offered. To assess a child’s oral language skills in a narrative context therefore allows the examiner to move beyond isolated utterances, and sheds insight into the child’s ability to use language in a decontextualized manner.
2010) 170 5-to-6-yearolds (5;7) Laurent et al. (2015) Lofranco et al. (2006) see above Montanari (2004) see above Uccelli & Pàez (2007) see above Grammaticality scores EVIDENCE ON THE ROLE OF EXPRESSIVE LANGUAGE SKILLS 8 6- to 7 yearolds (7;7) Spanish (home exposure), English (USA) Spanish (home exposure), English (USA) Story generation (picture books: Frog Stories) Story generation (picture books: Frog Stories) TNCU, NDW, MLCU, maze use Filipino (home exposure), English (USA) Story generation and retell (picture books) Stories produced in English: complexity score (composite), TNCU, TNW, TTR, MLU, maze use TNU, NDW, MLU, grammatical utterances Note.