Talking the Talk: Translating Research to Practice

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

18

Institute of Education Sciences (ED)

R305A110128
R324E060088

Preschool Children; Language Acquisition; Preschool Education; Educational Research; Theory Practice Relationship; Educational Quality; Educational Practices; Vocabulary Development; Context Effect; Reading Aloud to Others; Repetition; Syntax; Interpersonal Communication; Classroom Communication; Educational Trends; Language Usage; Program Implementation; Emergent Literacy; Beginning Reading; Reading Programs; Faculty Development; Play; Technology Uses in Education; Reading Achievement; Internet; Electronic Publishing; Books; Literature Reviews

10.1080/03004430.2016.1246444

0300-4430

Decades of research have identified features of classrooms and teachers' talk that are associated with children's language growth. Unfortunately, much of this work has not yet translated to widespread practice in early childhood classrooms. Given the important contributions that early language development makes to later academic achievement, enacting the findings of research is of paramount importance. Here, we review current research, identifying factors that support early language development and practices, settings, and materials in early childhood classrooms that are associated with language development. We present findings from our studies and those of others that indicate the pitfalls and promises of past and current instructional practices. Finally, we pose a call to action for researchers and practitioners to improve the quality of children's language experiences in early childhood classrooms.

As Provided

Yes

2017

EJ1132328