Supporting language development during the silent phase

In this project, we support teachers in guiding young children (aged 2.5 to 4 years) who are being immersed in Dutch for the first time. Although these young learners typically go through a silent period in which they say little or nothing in the new language, they need communicative interactions to stimulate their language development. Too often, their communication and language needs are not adequately addressed.

We are developing a digital toolkit tailored to the needs of Flemish preschool teachers and grounded in current research insights. At the heart of the toolkit is a learning trajectory with intermediate goals that provides teachers with guidance to purposefully support children’s language development during their first five months in school, monitor their progress, and communicate effectively with parents. Such a learning trajectory is unique in the Dutch-speaking context, yet has proven its value in international research as a tool to enhance the quality of early childhood education. By applying this intentional approach from the very beginning of a child’s educational journey, we take preventive steps toward successful multilingual language development and foster a positive view on multilingualism among teachers (and indirectly, parents).