The use of shared book reading is regarded as valuable to support young children to build their oral language and emergent literacy skills in preschool classrooms. Quantitative and qualitative features of early childhood teachers' (ECTs') shared book reading practices are important contributors to quality shared book reading experiences. The aim…

Learning language is learning to communicate in spoken and written form. However, learning to speak can be difficult due to a lack of linguistic resources. The students may encounter problems in communicating ideas and thus, it ends in a communication breakdown. To overcome this problem, some communication strategies like message abandonment and…

Purpose: We sought to examine second grade teachers' word use throughout the school day to identify the amount and type of teacher vocabulary use across content areas as well as to examine relationships between this teacher talk and student language and literacy achievement. Method: Second grade teachers (n = 64) and a random sample of half of…

During the era of accountability in K-12 schools in the U.S., school leaders' and teachers' responsibilities concerning language proficiency assessments extend beyond test administration and determination of eligibility for services. State and federal accountability systems challenge educators and school leaders to use language assessment results…

Research-supported knowledge about how children develop language is considered foundational for high-quality instruction and as such, measuring and developing teachers' knowledge has been emphasized across the field of early childhood. However, there is a critical gap in understanding how this static knowledge gained through pre-service and…

Substantial research has documented that Pre-Kindergarten (Pre-K) programs have important benefits for the school readiness of young children, especially those from low-income backgrounds. Recent studies in this arena have taken advantage of the Regression Discontinuity (RD) design to evaluate the impacts of Pre-K, due to ethical and pragmatic…

The current study investigates the expression of progressive and habitual aspect in second language Spanish, integrating theoretical insights from usage-based and concept-oriented approaches to second language acquisition, along with quantitative sociolinguistic methods. To address the full breadth of forms involved, the study examines variation…

The classroom is the primary site for learning. A vital feature of classroom learning is the division of educational content into various disciplines. While disciplinary differences could substantially influence the learning process toward success, little is known about the neural mechanism underlying successful disciplinary learning. In the…

This longitudinal study investigated how lexical restructuring can stimulate emerging bilingual children's phonological awareness in their first (L1) and second (L2) languages. Sixty-two English (L1) - French (L2) bilingual children (M[subscript age] = 75.7 months, SD = 3.2) were taught new English and French word pairs differing minimally in…

The first stage of combinatorial speech is better described as variable than uniform. Talk of variants obscures two different aspects of language (knowledge and use) and two different aspects of language development -- acquisition of the grammar (competence) and deployment of the grammar in speaking and listening (performance). Null subjects and…

Early linguistic environment has shown an impact on children's later language development, particularly, child directed speech has been associated with providing children with linguistic input from which to look for regularities and patterns, and boosting children to produce utterances beyond their current competence. This article aims to examine…

Traditional methods of assessing listening skills in language learners suffer from drawbacks such as subjectivity, inconsistency, and time-intensive grading processes. To overcome these limitations, we introduce an innovative assessment instrument designed to efficiently and effectively evaluate students' listening skills while offering…

Multilingualism does not enhance further language learning in learners if they are not supported by the school environment. Learning L3, L4 or Ln is attained best when language users take advantage and are aware of the existence of their overall linguistic knowledge. It is the teacher whose understanding and beliefs about multilingual pedagogies…

Dr Mahmoud M. S. Abdallah's article, "The New Territory of Educational Research in TESOL/TEFL: What Novice Researchers Should Know", provides a comprehensive guide for novice researchers in Teaching English to Speakers of Other Languages (TESOL) and Teaching English as a Foreign Language (TEFL). It emphasises the importance of research…

Children begin to show symptoms of neurodevelopmental disorders early on in their development. Providing early intervention that is culturally responsive to both families and the child receiving the service is vital for the child's growth. The purpose of this study was to qualitatively explore 14 Latin American Spanish-speaking parents' reactions…