Поиск по каталогу |
(строгое соответствие)
|
- Профессиональная
- Научно-популярная
- Художественная
- Публицистика
- Детская
- Искусство
- Хобби, семья, дом
- Спорт
- Путеводители
- Блокноты, тетради, открытки
Language Related Barriers and Teacher-Child Interactions in Preschool.
В наличии
Местонахождение: Алматы | Состояние экземпляра: новый |
Бумажная
версия
версия
Автор: Judith Opinde and Catherine Gakii Murungi
ISBN: 9783659978685
Год издания: 2018
Формат книги: 60×90/16 (145×215 мм)
Количество страниц: 60
Издательство: LAP LAMBERT Academic Publishing
Цена: 23208 тг
Положить в корзину
Позиции в рубрикаторе
Сферы деятельности:Код товара: 210643
Способы доставки в город Алматы * комплектация (срок до отгрузки) не более 2 рабочих дней |
Самовывоз из города Алматы (пункты самовывоза партнёра CDEK) |
Курьерская доставка CDEK из города Москва |
Доставка Почтой России из города Москва |
Аннотация: Preschool teachers face various challenges when instructing children. This is because of the differences in language of instruction used by the teacher from that spoken by the children. Language Policy in education demands that preschool children be taught in their mother tongue. This is challenging, particularly when the language of the teacher and that of the preschool children are different. Previous research studies both global and local have majorly concentrated on the importance of using mother tongue as the language of instruction in preschool, but do not identify the challenges faced by pre-school teachers in instructing children from diverse linguistic backgrounds. This study sought to identify the language related barriers in teacher –child interaction in preschools. The objectives of this study were to establish the linguistic diversity among pre-school children entering preschool, to find out language related barriers faced by teachers who teach children who do not speak and comprehend the language the learner is familiar with and to find out language related barriers experienced by the pre-school children who do not speak or comprehend the language of instruction.
Ключевые слова: Language, interactions, pre-school, Mother-tongue, Linguistic-diversity, Communication skills