Language Learning as Group interactions in dialogic book reading in kindergarten

Abstract

This article discusses the interaction of children in groups during the reading of a dialogue book as a second language learning at school. An English native instructor at a kindergarten school is observed and recorded activities while reading picture books to children aged 5-6 years in a small group reading situation. Data analysis method used is qualitative content analysis. This study reveals that there are various group interactions, but it can provide opportunities for children to learn the language. Teachers in kindergarten also use a variety of learning strategies that involve linguistic and cognitive levels as classroom learning with children. The research will increase teachers' understanding of the importance of introducing language in kindergarten settings and can be useful for teachers to attend language training, especially English. Keywords—group interactions, dialog reading, kindergarten, language learning