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

doi:10.1080/15235882.2016.1138904

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

Applied Psychology

Research output: Contribution to journal › Article › peer-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 language	English (US)
Pages (from-to)	35-49
Number of pages	15
Journal	Bilingual Research Journal
Volume	39
Issue number	1
DOIs	https://doi.org/10.1080/15235882.2016.1138904
State	Published - Jan 2 2016

ASJC Scopus subject areas

Education
Language and Linguistics
Linguistics and Language

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10.1080/15235882.2016.1138904

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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.",

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AU - Komaroff, Eugene

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Preschool teachers’ language and literacy practices with dual language learners

Abstract

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