{"id":331,"date":"2022-11-11T00:29:24","date_gmt":"2022-11-11T00:29:24","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/?page_id=331"},"modified":"2022-12-01T01:49:09","modified_gmt":"2022-12-01T01:49:09","slug":"ecv2022-301","status":"publish","type":"post","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/ecv2022-301\/","title":{"rendered":"301 – Description of three implementation models of a dual-language program"},"content":{"rendered":"\t\t
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Presentation - ECV2022-301<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Description of three implementation models of a dual-language program<\/strong><\/h1>\n

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Catrine Demers<\/strong>, University of Alberta, Canada (catrine.demers@ualberta.ca<\/a>)
Natalie Gordon<\/strong>, University of Alberta, Canada (ngordon1@ualberta.ca<\/a>)
Wendy Amoako<\/strong>, University of Alberta, Canada (wamoako@ualberta.ca<\/a>)
Sauyma Kapoor<\/strong>,University of Alberta, Canada(skapoor2@ualberta.ca<\/a>)\u00a0\u00a0
Andrea A.N. MacLeod<\/strong>, University of Alberta, Canada (andrea.a.n.macleod@ualberta.ca<\/a>)<\/p>\n

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Background: <\/strong>Many preschoolers in Canada speak a minoritised language at home with their families. These young dual-language learners need to learn the language of school and, often, they maintain their minority language as it provides them with numerous benefits. For preschool contexts, a solution is to provide dual-language development support by creating an encouraging space for the minoritised language while also supporting the learning of the language of school.<\/p>\n\n

Aim:<\/strong> This study focuses on this dual-language solution by analysing three implementation models.<\/p>\n\n

Method:<\/strong> The participants were children aged 3 to 6 years old, their parents and preschool teachers, living in a Canadian city. The implementation models were influenced by COVID-19 restrictions. Model 1 implemented this dual-language program in person in a preschool classroom; Model 2 implemented the program in-home online with activities completed at home by the parents; Model 3 was a hybrid implementation within the classroom with activities completed at home by the parents.<\/p>\n\n

Results:<\/strong> The results will focus on reporting on how each model was delivered and adapted. We will also report on feedback that revealed different advantages and disadvantages regarding the collaboration with teachers and parents, and support for the minoritised language.<\/p>\n\n

Conclusions:<\/strong> The analysis of child, parent and teacher outcomes within each model will contribute to informing future implementation efforts of researchers and practitioners to consider their local settings\u2019 needs.<\/p>\n\n

Implications for children and families:<\/strong> Supporting your child\u2019s language development is important. Resources that can support your home language are valuable and can include a dual-language program offered online at home, in-person, or in a hybrid.<\/p>\n\n

Implications for practitioners:<\/strong> You can adapt a dual-language program to different implementation models, in person and online, as long as the underlying principles are observed.<\/p>\n\n

Funding<\/strong>: Social Sciences and Humanities Research Council (SSHRC)<\/p>\n\n

Key words<\/strong>: innovations, communication, education, community services, international communities, qualitative methods, preschool, dual-language learners, dual-language program, online\u00a0\u00a0<\/p>\n\n

This presentation relates to the following <\/strong>United Nations Sustainable Development Goals<\/strong><\/a>:<\/strong> <\/s><\/p>\n\n