Supporting language in preschoolers: impact high-intensity language program SOLEM, on teachers’ language strategies and the quality of interactions

Background: Language development in early childhood is pivotal and the quality of interactions between preschool teachers (PreKTs) and children plays a crucial role in this process. In French-speaking Belgium, a collaborative, high-intensity language support program (SOLEM: Soutenir et observer le langage en maternelle) involving speech and language therapists (SLTs) and PrekTs was implemented to enhance the quality of interactions and to establish effective language support practices within the classrooms.
Objectives: This study aimed to provide a comprehensive view of the quality of interaction between PreKTs and children aged 3-5, in French-Belgian preschools, and to delve deeper into PreKTs’ experiences, looking at their reported practices, their perceptions of their roles in language development, and how collaboration with SOLEM has impacted these practices and their effectiveness in supporting language development.
Methods: The research used a mixed-methods approach, combining direct observations using the Classroom Assessment Scoring System (CLASS) with semi-structured interviews with (N=15) teachers to evaluate the quality of interaction and the perceived benefits of the program.
Results: The results are expected to show 1) a positive impact of SLT collaboration on PreKTs’ views of their role in language development and an increase in the use of language-promoting strategies in their reported practices, and 2) a high quality of classroom interactions, particularly in the dimensions of language modeling and interaction quality, as observed through CLASS and highlighted in teachers’ comments.
Conclusion: The study findings should help to strengthen the partnership between SLTs and PreKTs through SOLEM, by proposing personalized development goals to improve interaction quality in preschool settings, with a focus on language support. These findings could inform professional development programs, emphasizing the enhancement of language-promoting practices within early childhood education.