ABSTRACT
This chapter is practically oriented toward demonstrating how teachers who create language-conducive contexts may apply the suggested model of child’s mediated agency in engagement in early language learning. The chapter highlights the necessity of the teacher’s intentional and reflective approach toward early language teaching. It emphasizes that substantial teacher input in the target language per se is not sufficient for moving the child from having receptive bilingual skills toward openness to use the language productively. It explores ways to make the target language accessible and to increase children’s engagement in its learning by providing both theorization of language-conducive context and its operation in classroom as a pedagogical concept, combining several domains and strategies of teacher support in ELE. A two-fold classification of language-conducive strategies is discussed: Didactic and management strategies. These strategies are designed to induce preschool children’s novel language production. Importantly, the chapter draws attention to the critical role of teachers in initiating interaction with parents to support the child’s engagement and in creating a culture of peer learning in the classroom.
