Teacher implementation of an individualised vocabulary intervention programme for dual language learners in a preschool classroom
The study highlights the practicability of implementing an individualised intervention programme by harnessing teachers' knowledge of the children they work with. The results have implications for building a high-quality and culturally-responsive intervention programme for dual language learners.
Authors
- Pui Fong Kan (ORCID: https://orcid.org/0000-0001-8671-7755)
- Eliana Colunga (ORCID: https://orcid.org/0000-0003-2818-9389)
- Jennifer Weber (ORCID: https://orcid.org/0000-0002-8123-5359)
- Shirley Huang (ORCID: https://orcid.org/0000-0003-0337-7156)
Institutions
- University of Colorado Boulder (US)
Publication Details
- Journal
- International Journal of Speech-Language Pathology
- Published
- 2024-11-07
- DOI
- https://doi.org/10.1080/17549507.2024.2420628
- Primary Topic
- Language Development and Disorders
- Type
- article
- Field-Weighted Citation Impact
- 0.00