Preschool Teachers' Language and Literacy Practices with Dual Language Learners

Autor/inn/en	Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; Lopez, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene
Titel	Preschool Teachers' Language and Literacy Practices with Dual Language Learners
Quelle	(2016), (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1080/15235882.2016.1138904
Schlagwörter	Preschool Teachers; Culturally Relevant Education; Educational Practices; Bilingual Students; Spanish Speaking; Preschool Children; Professional Development; Randomized Controlled Trials; Questionnaires; Likert Scales; Language Acquisition; Literacy; Observation; Statistical Significance; Language Attitudes; School Demography; Multiple Regression Analysis; Markov Processes; Monte Carlo Methods + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungspraxis; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Fragebogen; Likert-Skala; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Beobachtung; Sprachverhalten; Schulbesuchsrate; Markowscher Prozess; Monte-Carlo-Methode
Abstract	The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed. [This paper was published in "Bilingual Research Journal" v39 n1 p35-49 2016 (EJ1093818).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01