Preschool Teachers' Language and Literacy Practices with Dual Language Learners

Autor/inn/en	Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene
Titel	Preschool Teachers' Language and Literacy Practices with Dual Language Learners
Quelle	In: Bilingual Research Journal, 39 (2016) 1, S.35-49 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
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; Classroom Observation Techniques; 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; 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01