Abstract
A formative experiment investigated how two strategies aimed at increasing the quality and quantity of language interactions could be integrated into a preschool classroom. Strategies for enriching language interactions were introduced during book sharing, semi-structured group activities, and mealtimes. Mixed methods revealed factors that enhanced, inhibited, or sometimes prevented the integration of enriching language interactions during the school day and accordingly what adaptations might be warranted. Specifically, data revealed increases in the quantity and quality of teacher—child interactions during book sharing and mealtimes, but not during semi-structured group activities. Implications are discussed for professional development, classroom practice, and how formative experiments reveal unique insights about preschool classrooms.
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