Early childhood educators knowledge and abilities in planning language learning environments

Abstract

In this explorative study we investigate (1) how early childhood educators differ in their planning of language training, and (2) if their planning abilities in the context of language training increase with their linguistic content knowledge. We interviewed fifteen early childhood educators from southern Germany on their planning and reflection practices in language training and videotaped them during a language training session to assess how systematic their planning activities were. We qualitatively analyzed the interviews and developed a detailed coding scheme that allowed us to create a planning score. We previously tested their knowledge about language, first and second language acquisition, assessment, and training with a standardized test for language training competence (SprachKoPFv06). In qualitative analyses we identified two types of early childhood educators: elaborate and restricted planners. Correlational analyses and group comparisons suggest that educators with more language-specific knowledge are more systematic and target-oriented when planning language learning environments.