Language Teaching Strategies for Preschool English Learners English learners (ELs) present a unique and growing population in preschool settings in the United States. Therefore, it is important for speech-language pathologists (SLPs) to understand the best evidence in enhancing the language abilities in preschool children who present with language learning difficulties and who are also learning more than ... Article
Article  |   December 21, 2017
Language Teaching Strategies for Preschool English Learners
Author Affiliations & Notes
  • Megan Dunn Davison
    Linguistics and Communication Disorders, Queens College, City University of New York, Queens, NY
  • Cathy Huaqing Qi
    Department of Educational Specialties, University of New Mexico, Albuquerque, New Mexico
  • Disclosures
    Disclosures ×
  • Financial: Megan Dunn Davison has no relevant financial interests to disclose. Cathy Huaqing Qi has no relevant financial interests to disclose.
    Financial: Megan Dunn Davison has no relevant financial interests to disclose. Cathy Huaqing Qi has no relevant financial interests to disclose.×
  • Nonfinancial: Megan Dunn Davison has no relevant nonfinancial interests to disclose. Cathy Huaqing Qi has no relevant nonfinancial interests to disclose.
    Nonfinancial: Megan Dunn Davison has no relevant nonfinancial interests to disclose. Cathy Huaqing Qi has no relevant nonfinancial interests to disclose.×
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Language Disorders / Part 4
Article   |   December 21, 2017
Language Teaching Strategies for Preschool English Learners
Perspectives of the ASHA Special Interest Groups, December 2017, Vol. 2, 170-178. doi:10.1044/persp2.SIG1.170
History: Received May 17, 2017 , Revised October 6, 2017 , Accepted October 19, 2017
Perspectives of the ASHA Special Interest Groups, December 2017, Vol. 2, 170-178. doi:10.1044/persp2.SIG1.170
History: Received May 17, 2017; Revised October 6, 2017; Accepted October 19, 2017

English learners (ELs) present a unique and growing population in preschool settings in the United States. Therefore, it is important for speech-language pathologists (SLPs) to understand the best evidence in enhancing the language abilities in preschool children who present with language learning difficulties and who are also learning more than one language. The purpose of this review is to provide an analysis of current language strategies shown to be effective in enhancing the language outcomes of preschool children who are English learners. These strategies include shared book reading approaches that are incorporated across home and school settings, explicit vocabulary instruction, and repeated exposure to vocabulary in both languages.

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