The Relationship Between Academic Language Design and Instructors Social Emotional in Learning English as Second Language Among Kuwaiti’s Preschool Students | ||
| مجلة کلية التربية . جامعة طنطا | ||
| Article 43, Volume 89, Issue 2, April 2023, Pages 1-13 PDF (1.13 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/mkmgt.2024.195973.1492 | ||
| Author | ||
| Ahmad F Alnwaiem* | ||
| Department of Curriculum and Instruction, College of Basic Education, The Public Authority for Applied Education and Training, Kuwait | ||
| Abstract | ||
| 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 | ||
| Keywords | ||
| Preschool; Prosocial behavior; Behavior issue; Instructors’ social emotional support | ||
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