ELIZA

return kwic search for findings out of >500 occurrences
299123 occurrences (No.77 in the rank) during 5 years in the PubMed. [cache]

294) The research aims are twofold: synthesize the research findings on teacher factors that influence bilinguals' language development, and identify gaps in the literature to determine future research directions.

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PMID:33751903 DOI:10.1044/2020_LSHSS-20-00066

2021 Language, speech, and hearing services in schools

* Teachers and Language Outcomes of Young Bilinguals: A Scoping Review.

- Purpose The present scoping review seeks to fill an important need in the bilingual research and education community by analyzing the recent research literature on how teacher factors potentially influence young bilingual children's language outcomes. The research aims are twofold: synthesize the research findings on teacher factors that influence bilinguals' language development, and identify gaps in the literature to determine future research directions. Method The search parameters used in this review included peer-reviewed journal articles from 2000 to 2019 in order to synthesize the most recent empirical work on this topic, a focus on typically developing bilinguals from the age of 3 to 8 years, and research designs that included case studies, descriptive, cross-sectional, quasi-experimental, experimental, longitudinal, mixed methods, and qualitative methods. Results A search of major databases for studies on young bilinguals and teachers between 2000 and 2019 combined with multiple levels of screening and review yielded 21 peer-reviewed articles. Four major themes emerged: (a) teacher characteristics, (b) teacher quality, (c) teacher talk, and (d) teacher emotional support. Conclusions Overall, the results of this synthesis suggest that teachers do in fact influence the language development of young bilinguals. Teacher talk and teacher quality were found to be the two themes that were of most interest in the research community, and the results generally supported the positive effect of teacher quality and teacher talk on language outcomes among bilinguals, with some variability. This review has important implications for teacher training and education in an effort to better serve the growing population of bilingual children.

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[frequency of next (right) word to findings]

(1)49 suggest	(13)9 support	(25)4 that	(37)2 encourage
(2)40 from	(14)9 will	(26)4 to	(38)2 illuminate
(3)36 of	(15)6 include	(27)4 we	(39)2 it
(4)33 null	(16)6 reveal	(28)3 also	(40)2 may
(5)25 were	(17)6 revealed	(29)3 further	(41)2 open
(6)24 and	(18)5 for	(30)3 presented	(42)2 suggested
(7)21 indicate	(19)5 regarding	(31)3 related	(43)2 the
(8)18 provide	(20)5 showed	(32)3 reported	(44)2 through
(9)17 are	(21)4 can	(33)3 with	(45)2 uncover
(10)15 in	(22)4 demonstrate	(34)2 by	(46)2 underline
(11)11 highlight	(23)4 have	(35)2 confirm
(12)9 on	(24)4 show	(36)2 emphasize

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--- WordNet output for findings --- =>研究(調査)結果 Overview of noun findings The noun findings has 1 sense (no senses from tagged texts) 1. findings -- (a collection of tools and other articles used by an artisan to make jewelry or clothing or shoes) Overview of noun finding The noun finding has 3 senses (first 3 from tagged texts) 1. (16) determination, finding -- (the act of determining the properties of something, usually by research or calculation; "the determination of molecular structures") 2. (3) finding -- (the decision of a court on issues of fact or law) 3. (1) finding -- (something that is found; "the findings in the gastrointestinal tract indicate that he died several hours after dinner"; "an area rich in archaeological findings") --- WordNet end ---