Abstract
For children in the preschool-age, the repeated engagement with narratives provides opportunity to actively engage in and to develop higher-level language skills even before they become fluent readers through school literacy instruction. It has been the aim of the first study to examine the capacity to produce fictional narrative in DLLs with various language socialization patterns and language exposure. Beyond the in-depth analysis of the state and relating factors of DLLs’ emergent fictional narrative skills, attention should also be directed at the kinds of interactions that support struggling DLL narrators to acquire communicative competence in the complex area of narrative.
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© 2016 Springer Fachmedien Wiesbaden
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Licandro, U. (2016). Theoretical and Empirical Underpinnings for the Role of Peer Interactions in Language Learning and a Conceptualization of Peer-Assisted Learning in Early Childhood Education and Care. In: Narrative Skills of Dual Language Learners. Diversität in Kommunikation und Sprache / Diversity in Communication and Language. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-14673-3_7
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DOI: https://doi.org/10.1007/978-3-658-14673-3_7
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