Language in Action During the Silent Period
We are developing a digital toolkit and professional development programme to help preschool teachers support young beginning multilingual learners (ages 2.5–4) in becoming language-active during and just after the so-called “silent period.” This is necessary because these children often receive too few opportunities for communicative interaction and targeted language support, even though the silent period is not a period of silent development. Through design-based research—including a needs analysis, literature review, and classroom try-outs in schools in Aalst and Geraardsbergen—we are building a learning pathway with intermediate goals, sample materials, monitoring tools, and resources for parent communication. Read on to discover how you can get involved, try out materials, or join the project as a participating school.
Preschoolers language active from day 1
Problem Statement
An increasing number of young children start school without any knowledge of Dutch. For these children—young beginning multilingual learners (YMLs) between the ages of 2.5 and 4—the first period at school is often particularly challenging. They speak little or no Dutch, which is why this phase is often referred to as the “silent period.” Yet their language development is in full swing, and they are in need of rich interactions. In practice, however, these children often receive fewer opportunities to communicate, which can be frustrating for both the children and their teachers.
Purpose of the project
With Language in Action During the Silent Period, we aim to better support preschool teachers and childcare workers in guiding YMLs. We are developing a digital toolkit with a clear learning pathway and intermediate goals for the first five months in the toddler or first preschool class. This toolkit provides teachers with a framework to work purposefully on language development, monitor children’s progress, and communicate positively with parents. At the same time, we aim to strengthen a positive view of multilingualism among both teachers and families.
Method
Our project combines a literature review with a needs analysis in six project schools in Aalst and Geraardsbergen. Based on this, we design a toolkit that we test and refine in collaboration with expert teachers and schools. This design research follows several cycles:
- Literature review: What works according to international research?
- Needs analysis: What do Flemish teachers and children need?
- Design and try-outs: Development and classroom testing of the toolkit.
- Revision and professionalisation: Sustainable implementation through training, train-the-trainer sessions, and an online platform.
Expected Output
- Digital toolkit: Including a learning pathway, intermediate goals, inspiration sheets, examples, demo videos, monitoring tools, and materials for parent communication.
- Professional development programme: Practice-oriented training to help teachers use the toolkit effectively.
- Online platform: With examples, materials, and videos, accessible even after the project ends.
- Research articles and practice publications: To ensure insights reach both academic and classroom audiences.
#kindergarten #silentperiod #toddlers #languagepowered #teaching #multilingualism
Future practice results and materials: online toolkit expected 2027
Project Team
Dr. Helena Taelman - Promotor (Odisee Hogeschool, campus Aalst)
Dr. Esther Gheyssens - Co-promotor (Odisee Hogeschool, campus Aalst)
