Titlebook: Narrative Skills of Dual Language Learners; Acquisition and Peer Ulla Licandro Book 2016 The Editor(s) (if applicable) and The Author(s), u

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Discussion Study I,n for at least 10 months, attend a German ECEC institution, and produce output in both languages daily (in families who conversed in Turkish exclusively, this criterion was limited to weekdays, when German was spoken in the ECEC institution).

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A Contemporary Perspective on the Developmental Continuum of Fictional Narrative Skills in DLLs ovepe of fictional narrative skills in DLLs as well as the current approaches and foci to the analysis of these skills, the domain to be investigated first requires specification in regards to the clarification of central terms and theoretical underpinnings.

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2570-1428 lly relevant communicative practices. Two studies are presented, aiming to (1) analyze the narrative skills of preschool-age Turkish-German dual language learners (DLLs) and (2) explore a peer-assisted approach to supporting DLLs’ narrative skills in early childhood education and care. The findings

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Book 2016o studies are presented, aiming to (1) analyze the narrative skills of preschool-age Turkish-German dual language learners (DLLs) and (2) explore a peer-assisted approach to supporting DLLs’ narrative skills in early childhood education and care. The findings relate to the influence of dual language

窒息

Introduction,ly and culturally. In Germany, currently about 35% of children below the ages of six grow up with a migration background, many of whom speak at least one language other than German at home (Bundesministerium für Familie, Senioren, Frauen und Jugend, 2014).

Foreknowledge