The current study used sequential analysis to examine dual-language learners’ (DLLs) questions and their relations to teacher responses in the context of small-group shared reading in preschool. Participants were 235 DLLs aged 3–5 years and 60 lead teachers from multiethnic preschool classrooms in Norway. Results showed that across four different books, children most often asked information-seeking questions (61–79%). Furthermore, children asked comprehension- and explanation-seeking questions more often than factseeking ones. Sequential analysis showed that the quality of teacher responses was highly dependent on the type of questions DLLs asked: preschool teachers consistently offered more extended and explanatory responses to DLLs’ comprehension- and explanation-seeking questions, compared to other types of questions. Our results suggest that in this way, children actively influence the extended talk they are exposed to during shared reading. Moreover, their questions offer possibilities for further back-and-forth exchanges about topics meaningful to DLLs.

当前的研究使用序贯分析来检验双语言学习者 (DLL) 的问题及其与学前班小组共享阅读背景下教师反应的关系。参与者包括来自挪威多民族学前班教室的 235 名 3-5 岁 DLL 和 60 名主要教师。结果显示，在四本不同的书中，孩子们最常提出信息寻求问题（61-79%）。此外，孩子们提出寻求理解和解释的问题比寻求事实的问题更频繁。序贯分析表明，教师回答的质量很大程度上取决于 DLL 提出的问题类型：与其他类型的问题相比，学前班教师始终对 DLL 寻求理解和解释的问题提供更广泛和解释性的回答。我们的结果表明，通过这种方式，孩子们可以积极影响他们在共同阅读期间接触到的扩展谈话。此外，他们的问题为进一步就对 DLL 有意义的主题进行反复交流提供了可能性。