[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592414-105":59,"doc-detail-592414-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","scaffolding-productive-language-skills-through-sociodramatic-play-article-review","Scaffolding Productive Language Skills through Sociodramatic Play - Article Review","","Scaffolding productive language skills through sociodramatic play examines how a receptive bilingual four-year-old increased her Spanish productive-language ability over five weeks through Spanish-language play with bilingual peers. Evidence highlights growing participation in group verbal interaction and increased production in her weaker language. Microanalysis of play sessions describes how peers scaffold that production during sociodramatic play, concluding the approach supports parents seeking opportunities for children to develop or maintain more than one language.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/scaffolding-productive-language-skills-through-sociodramatic-play-article-review/592414/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/scaffolding-productive-language-skills-through-sociodramatic-play-article-review/592414.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding bilingual language development?","Question",{"text":112,"@type":113},"The study focuses on how receptive bilingual children can develop productive-language skills in their weaker language through sociodramatic play with bilingual peers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How long and in what format were the play sessions conducted?",{"text":117,"@type":113},"The child engaged in Spanish-language play sessions for five weeks, with eleven recorded sessions of varying duration where children created and carried out sociodramatic play.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence shows improvement in the child’s Spanish skills?",{"text":121,"@type":113},"The data show increased participation in group verbal interactions and increased production in the child’s weaker language over the study period.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592414,1792174454,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Scaffolding Productive Language Skills through Sociodramatic Play  \n•  \nRebecca Galeano  \nThis article reviews how a receptive, bilingual four-year-old increased her Spanish productive-language skills over five weeks as she engaged in Spanish-language play sessions with bilingual peers. The data show her growing participation in group verbal interactions along with her growing production of her weaker language. In addition, a microanalysis of play sessions illustrates the techniques employed by the four-year-old’s playmates to scaffold the linguistic production of the child’s weaker language in sociodramatic play. The author concludes that the study has implications for parents who wish to provide their children with opportunities to develop or maintain more than one language.  \nBecause a multicultural world needs citizens with language proficiency, language specialists encourage the maintenance and development of native-language skills in bilingual children. Bilingual children, or heritage speakers, have an advantage in their ability to learn the languages of their parents to native proficiency (De Houwer 2004) . Even though children exposed to languages in a natural setting become more proficient than adults who take a class in a foreign language (Krashen, Long, and Scarcella 1979), we frequently fail to cultivate these language skills in young children.  \nIn the United States, it used to take generations for the children of immigrant families to lose their native tongue. More recently, it occurs in just over two generations, which may lead to a breakdown in family communication (Fillmore 1991, 2000; Kouriten 1999). Research shows that children of immigrant parents in the United States become English dominant and do not develop or maintain the ability to speak their home languages (De Houwer 2004) . While some of these children may develop receptive language skills and are able to understand their heritage languages, only an exceptional few ever attain the ability to function completely both in the communities of their parent’s native language and in that of their current language environment (López 2005). It is easier to develop, refine, and maintain the ability to speak a language—which specialists call productive-language skills—for heritage learners than it is to teach adult learners  \n324  \n© 2011 by The Strong  \nwho must start from scratch in a second language. Sociodramatic play can help develop and maintain these language skills of heritage speakers.  \nTo understand how sociodramatic play might be used as a forum for receptive bilingual children to develop these language skills, this study focuses on ways a child I will call Sara increased her Spanish-speaking skills over a five-week period in which she engaged in Spanish-language play sessions with bilingual peers. Sara, a receptive bilingual child, age four, grew up mostly in the United States and was exposed to both Spanish and English from birth. Although one parent spoke to her exclusively in Spanish and she lived in Mexico for extended periods of time, she was English dominant at the time of the study. To create a context in which Sara could learn Spanish, I selected bilingual playmates from a rural South Georgia community. These playmates, who ranged in age from five to nine, agreed to speak only Spanish during play sessions to help Sara learn Spanish. I recorded eleven play sessions varying in duration in which children spontaneously created and carried out sociodramatic play. This article presents data showing that Sara’s increasing participation in group conversations enabled her to become more productive in her weaker language. The article illustrates techniques employed by playmates to engage the receptive bilingual production of her weaker language so that she could participate in play.  \nDevelopment, Play, and Bilingualism  \nDevelopment  \nThis study assumes, as Leo S. Vygotsky did, that child development begins on the social plane and becomes internaliz","cbCaisrljrGWcxNN","https://ap.wps.com/l/cbCaisrljrGWcxNN","pdf",591003,32,"English","# Overview\n## Participant and study design\n## Development, play, and bilingualism\n## Development (ZPD and scaffolding)\n## Play","[{\"question\":\"What does the study focus on regarding bilingual language development?\",\"answer\":\"The study focuses on how receptive bilingual children can develop productive-language skills in their weaker language through sociodramatic play with bilingual peers.\"},{\"question\":\"How long and in what format were the play sessions conducted?\",\"answer\":\"The child engaged in Spanish-language play sessions for five weeks, with eleven recorded sessions of varying duration where children created and carried out sociodramatic play.\"},{\"question\":\"What evidence shows improvement in the child’s Spanish skills?\",\"answer\":\"The data show increased participation in group verbal interactions and increased production in the child’s weaker language over the study period.\"}]","Scaffolding Productive Language Skills through Sociodramatic Play - Article Review | PDF",1792074534,81]