Shifts in Chinese preschool educators’ attitude, practice, and language use in mealtime talk: a study grounded in a language education program
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Li, H
Yuan, J
Sheng, L
Han, F
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This study investigated the effects of a language education program by comparing 30 Chinese preschool educators’ : 1) attitudes towards mealtime talk; 2) meal practices; and 3) the experiential functions (material, mental, relational) of the mealtime talk before and after the program. The results demonstrated: 1) 50% of educators showed a positive change in attitude; 2) 30% of educators changed their meal practices from circulating meals to sitting with children; 3) the three types of experiential functions in mealtime talk became more balanced after the education program; and 4) the change of experiential functions in talk was more pronounced amongst educators who changed meal practices.
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Teachers and Teaching Theory and Practice
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© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
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Hu, J; Li, H; Yuan, J; Sheng, L; Han, F, Shifts in Chinese preschool educators’ attitude, practice, and language use in mealtime talk: a study grounded in a language education program, Teachers and Teaching Theory and Practice, 2025