The Relationship Between Academic Language Design and Instructors Social Emotional in Learning English as Second Language Among Kuwaiti’s Preschool Students

نوع المستند : المقالة الأصلية

المؤلف

Department of Curriculum and Instruction, College of Basic Education, The Public Authority for Applied Education and Training, Kuwait

المستخلص

This correlational study examined the relationship between shared language peers' awareness and the expansion of prosocial and behavioral issues in multiple language learners (MLL) from poor socioeconomic backgrounds. The year-end results of 250 Arabic-speaking kids in 65 Preschool classrooms where English was the only teaching language were examined using Pearson's correlation test. Results of the research: Arabic-speaking MLLs' year-end prosocial behavior related to classroom concentration of Arabic speakers. Furthermore, behavioral issues and instructor social emotional support were related strongly. Arabic-speaking children's behavior issues were positively associated with classrooms with stronger instructor social-emotional support. Children with less instructor social-emotional support had more behavioral issues in classes with an Arabian-speaking majority. Practical or policy significance: It is clear from the findings of this study that shared language peers are important in certain classroom circumstances and that their selection of preschool classrooms has consequences for MLL kids
Keywords: Preschool, Prosocial behavior, Behavior issue, Instructors’ social emotional support

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