Journal of Early Childhood Literacy, Ahead of Print.
This study drew on two case studies to explore the implementation of the Atayal Indigenous book program in Taiwan. Eight teachers from two focal classrooms were invited to use dual language books featuring recurring grammatical structures to help young children learn the Atayal language. This study’s purpose was to explore the instructional strategies teachers used and the contribution of the book project to children’s Atayal language learning. The teachers were interviewed and asked to videotape the Atayal lessons conducted using the books. Pre- and post-tests were conducted to assess children’s Atayal language learning, particularly for the language presented in the books. Qualitative and quantitative analyses (i.e., Wilcoxon signed-rank and Chi-square tests) were performed. The findings suggest that the teachers in both focal classrooms used multiple strategies to successfully promote children’s learning of Atayal vocabulary, sentences, and cultural practices. The findings indicated an interplay between instructional strategies and children’s Atayal language learning, with practices extending beyond teaching vocabulary being particularly beneficial. Thus, teacher expertise can affect language learning and the instructional strategies that teachers use to support young children’s Atayal language acquisition.