Group Interactions in Dialogic Book Reading Activities as a Language Learning Context in Preschool
Abstract
This paper discusses specific group interactions in dialogic book reading activities as a possible and
promising context for second language learning in preschool. Five native-German speaking
preschool teacherswere observed and videotaped whilst reading a picture book to several 3–6 year
old immigrant children in a small group reading situation. The data analysis method employed
was qualitative content analysis. The study revealed that group interactions varied considerably,
but could provide opportunities for preschool children to learn language. In addition, the preschool
teachers employed various instructional strategies at different linguistic and cognitive levels as
learning input to the children. The study adds to our understanding of language promotion in
preschool settings and is eventually applicable to teacher training.