Narrative Skills of Dual Language Learners

The current work follows the premise that fictional oral narratives represent socio-emotionally and academically relevant communicative practices. Two studies are presented, aiming to (1) analyze the narrative skills of preschool-age Turkish-German dual language learners (DLLs) and (2) explore a peer-assisted approach to supporting DLLs’ narrative skills in early childhood education and care. The findings relate to the influence of dual language learning on narrative production and provide emerging evidence for the effectiveness of a peer-assisted narrative intervention approach.ContentsFictional Narratives in DLLs – Collection, Analysis, and State of ResearchThe Developmental Continuum of Narrative Skills The Role of Peers in Language Acquisition and a Conceptualization of Peer-Assisted Learning Target GroupsResearchers, students/ lecturers in the areas of (Second) Language Acquisition, Pedagogy, and Education, Communication Sciences and Disorders, (Psycho-)linguistics, Early Childhood EducationPractitioners in above mentioned fieldsThe AuthorDr. Ulla Licandro works at the Institute of Special Education, Department of Speech and Language Pedagogy and Therapy at Leibniz University Hannover. In research and teaching, she focuses on first and second language acquisition including language impairment as well as peer interactions in early childhood education and care.