A Systematic Review of Effective Instructional Interventions in Supporting Kindergarten English Learners' English Oral Language Development

被引：1

作者：

Wang, Zhuoying ^{[1
]}

机构：

[1] Texas A&M Univ, Coll Educ & Human Dev, Dept Educ Psychol, Ctr Res & Dev Dual Language & Literacy Acquisit, College Stn, TX 77843 USA

来源：

SUSTAINABILITY | 2021年 / 13卷 / 22期

关键词：

English oral language development; kindergarten; systematic review; DUAL-LANGUAGE; PHONOLOGICAL AWARENESS; EMERGENT LITERACY; SCHOOL; VOCABULARY; PROGRAMS; SCIENCE; SKILLS; ACHIEVEMENT; PROFICIENCY;

D O I：

10.3390/su132212477

中图分类号：

X [环境科学、安全科学];

学科分类号：

08 ; 0830 ;

摘要：

In this systematic review, we explore research on effective interventions and approaches targeting kindergarten English Learners' (EL) English oral language development. A total of seven studies met the inclusion criteria. The review summarizes the common characteristics of a practical intervention that could be applied to support kindergarten Els' English oral language development. In addition, we summarize the measurements that were applied to measure Els' oral language proficiency in English. However, future research using a longitudinal design is needed to determine the long-term impact of quality intervention on ELs', especially those with limited resources, oral language development.

引用

页数：16