The current work follows the premise that fictional oral narratives represent socio-emotionally
and academically relevant communicative practices. Two studies are presented aiming to (1)
analyze the narrative skills of preschool-age Turkish-German dual language learners (DLLs) and
(2) explore a peer-assisted approach to supporting DLLs' narrative skills in early childhood
education and care. The findings relate to the influence of dual language learning on narrative
production and provide emerging evidence for the effectiveness of a peer-assisted narrative
intervention approach.
