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Preschool teachers’ language and literacy practices with dual language learners.
- Source :
- Bilingual Research Journal; Jan-May2016, Vol. 39 Issue 1, p35-49, 15p
- Publication Year :
- 2016
-
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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 15235882
- Volume :
- 39
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Bilingual Research Journal
- Publication Type :
- Academic Journal
- Accession number :
- 113739884
- Full Text :
- https://doi.org/10.1080/15235882.2016.1138904