Development vocabulary teacher professional#

The LOGiK-S language screening instrument assessing expressive German grammar development using bilingual norms is a valid and feasible instrument for the identification of language disorders in second language learners of German at the pre-school age. Time economy and acceptance of the screening by children and screeners were mostly rated as high. Using an optimized cutoff yielded a fail rate of 17%, excellent sensitivity (0.940), and specificity (0.936). The screening subscale of receptive grammar did not improve the prediction of language disorders. The LOGiK-S screening of expressive grammar demonstrated excellent accuracy (AUC.953). A combination of a standardized comprehensive language test of grammatical skills developed for children acquiring German as a second language and a test of expressive vocabulary with the use of specific cutoffs for second language learners was applied as the gold standard for identifying language disorders. The final validation study included the results for 270 children for the screening measure and reference tests. The screening instrument measures expressive and receptive grammatical skills in German.

To develop a language screening instrument for pre-school children who are growing up with German as their second language.Īfter the development and initial validation of a language screening tool, the new instrument (LOGiK-S) was administered to three cohorts of children (2014, 2015, 2017) with a non-German first language attending a variety of public pre-schools in Upper Austria. There is a lack of accurate and practicable instruments for identifying language disorders in multilingual children in pre-school settings.

Development vocabulary teacher professional#

Implications for enhancing communication channels between early childhood (EC) educators and decision-makers, and the strategies of the improvement of language and literacy teachers’ professional development are also discussed. Findings contribute to the growing international literature on the critical role teacher-child interaction quality plays in children’s language and literacy learning and development. The results in a nested design showed that except for the factor of Emotional Support, the other two factors (Classroom Management and Instructional Support) were positive predictors to children’s vocabulary competency from K2 (T1) to K3 (T2) at preschools. In this study, we addressed the question of such longitudinal effects by examining the predictive effect of preschool teacher-child interaction quality on children’s subsequent receptive vocabulary development in 42 kindergartens in Guangdong Province China. Little is known, however, about the longitudinal effects of children’s receptive vocabularies in the Chinese context. High-quality teacher-child interactions in early learning environments have been regarded as a key contributor to children’s early language and cognitive development in international scholarships.