Preschool teachers’ language and literacy practices with dual language learners

Brook E. Sawyer, Carol Scheffner Hammer, Lauren M. Cycyk, Lisa López, Clancy Blair, Lia Sandilos, Eugene Komaroff

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)35-49
Number of pages15
JournalBilingual Research Journal
Volume39
Issue number1
DOIs
StatePublished - Jan 2 2016

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

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