Abstract
<p style="text-align:start; -webkit-text-stroke-width:0px; text-indent:36pt"><span style="font-size:medium"><span style="font-family:"Times New Roman", serif"><span style="caret-color:#000000"><span style="color:#000000"><span style="font-style:normal"><span style="font-variant-caps:normal"><span style="font-weight:400"><span style="letter-spacing:normal"><span style="orphans:auto"><span style="text-transform:none"><span style="white-space:normal"><span style="widows:auto"><span style="word-spacing:0px"><span style="text-decoration:none"><span style="line-height:32px">This study drew on two case studies to explore the implementation of the Atayal Indigenous book program in Taiwan. Eight teachers from two focal classrooms were invited to use dual language books featuring recurring grammatical struct<span style="color:black">ures to help young children learn the </span><span style="color:black">Atayal</span><span style="color:black"> language. This study’s purpose was to explore </span><span style="color:black">the</span><span style="color:black">instructional strategies teachers used and </span><span style="color:black">the </span><span style="color:black">contribution of the book project to children’s Atayal language learning. The teachers were interviewed and asked to videotape </span><span style="color:black">the Atayal lessons conducted using </span><span style="color:black">the books. Pre- and </span><span style="color:black">post-tests were conducted to assess children's Atayal language learning, particularly for the language presented in the books.</span> Qualitative and quantitative analyses (i.e., Wilcoxon signed-rank an<span style="color:black">d Chi-square tests) were performed. </span><span lang="EN-US" style="color:black">The findings</span><span lang="EN-US" style="color:black"> suggest that the teachers in both focal classrooms used multiple strategies to successfully promote children’s learning of Atayal vocabulary, </span><span lang="EN-US" style="color:black">sentences</span><span lang="EN-US" style="color:black">, and cultural practices. The findings indicated an interplay between instructional strategies and children's Atayal language learning, with practices extending beyond teaching vocabulary being particularly beneficial.</span>Thus, teacher expertise can affect language learning and the instructional strategies that teachers use to support young children’s Atayal language acquisition.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></p>