Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA)

Figueras-Daniel, Alexandra; Li, Zijia

doi:10.1016/j.ecresq.2020.09.011

Cited by 15 publications

(7 citation statements)

References 53 publications

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“…As an educator who has an important role in the teaching and learning process, English teachers have a responsibility in balancing the classroom interaction by using classroom language while teaching English as a foreign language (Hanifa, 2018;Luciana, 2020;Nugroho & Mutiaraningrum, 2020). Classroom language is a common way used by English teachers to motivate students to actively participate in the classroom where the teachers are supposed to use an appropriate language that enables students for being involved in the classrooms (Figueras-Daniel & Li, 2021;Meng & Wang, 2011;Moghadam et al, 2021). In the EFL context, the teachers must use English in conducting classroom language since English becomes a target language but it contrasts to students' mother tongue (native language), particularly for the early students.…”

Section: Discussionmentioning

confidence: 99%

Language Choice Used by EFL Teachers in Classroom Language during the Online Learning

Rizaldi

2022

JPBI

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Penerapan pembelajaran online akibat Covid-19 telah menjadi fenomena yang banyak diperbincangkan di dunia pendidikan khususnya dalam proses belajar mengajar bahasa Inggris. Pembelajaran online diterapkan di sekolah masih terdapat kesulitan yang dihadapi oleh guru dan siswa baik secara teknis maupun nonteknis. Evaluasi terhadap pembelajaran online jarang dilakukan, sehingga belum ditemukan solusi yang signifikan untuk mengatasi kesulitan dalam melakukan pembelajaran online. Penelitian ini bertujuan untuk menganalisis persepsi guru EFL terhadap pembelajaran online selama pandemi Covid-19 dengan berfokus pada evaluasi aspek konteks pembelajaran. Metode kualitatif digunakan sebagai desain penelitian dengan mengadaptasi Model CIPPO. Data dikumpulkan melalui beberapa teknik, seperti; observasi, dokumentasi, administrasi angket, dan wawancara. Data yang diperoleh dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran online pada masa pandemi covid-19 sudah efektif dan berjalan dengan baik. Namun, guru harus meningkatkan keterampilan mengajar mereka, terutama selama pembelajaran online, untuk membuat siswa bersemangat untuk belajar, terutama dalam belajar bahasa Inggris. Selain itu, guru harus membuat media pembelajaran yang menarik, atau merancang materi pembelajaran yang kreatif untuk menarik perhatian siswa. Di sisi lain, peran keterlibatan orang tua juga penting dalam bidang ini. Hal ini dikarenakan siswa lebih banyak menghabiskan waktunya di rumah. Oleh karena itu, orang tua harus mendukung penuh anak-anaknya, seperti menyediakan smartphone yang sesuai untuk kelas belajar online mereka, juga kouta internet.

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Section: Discussionmentioning

confidence: 99%

Language Choice Used by EFL Teachers in Classroom Language during the Online Learning

Rizaldi

2022

JPBI

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“…It is therefore important to understand which classroom-level factors influence placement into learner profiles. Based on previous research using a sociocultural framework (e.g., Figueras-Daniel & Li, 2021;Hindman & Wasik, 2015;Hindman et al, 2010;Lindholm-Leary, 2014;Méndez et al, 2018;Partika et al, 2021;Ramírez et al, LÓPEZ, FOSTER, SUTTER, NYLUND-GIBSON, AND ARCH 2019), we considered teacher education and professional development on working with DLLs along with years of education and language use in the classroom. While Head Start programs are expected to provide some instruction in the child's home language, and each Head Start site employed at least one Spanish-speaking teacher, 72% of teachers reported providing no instruction in Spanish, with 24% reporting they used mostly English and 4% reporting equal amounts of Spanish and English.…”

Section: Profiles Of Teachers and Classroomsmentioning

confidence: 99%

“…The preschool language environment is an additional classroom factor identified in the research as important to investigate in relation to DLL children’s language and academic readiness skills (Figueras-Daniel & Li, 2021; Sawyer et al, 2016; Sembiante et al, 2023). Numerous studies have found that the use of the child’s home language in the preschool classroom has direct benefits to the long-term success of DLLs in school (Hindman & Wasik, 2015; Lindholm-Leary, 2014; Méndez et al, 2018).…”

Section: Latine Dll Preschool Children’s Developmental Competenciesmentioning

confidence: 99%

Subgroups within a heterogeneous population: Considering contextual factors that influence the formation of dual language learner profiles in head start.

López,

Foster,

Sutter

et al. 2024

Journal of Educational Psychology

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Emerging research suggests English and Spanish proficiencies of young Latine dual language learners (DLLs) are heterogeneous, including subgroups characterized by varying levels of English and Spanish dominance and proficiencies. However, there is limited understanding of contextual factors associated with the formation of DLL profiles. This study extends previous work by examining within-group variability in Spanish–English speaking DLLs’ (n = 330) cognitive, linguistic, literacy, and math skills at the end of prekindergarten (M = 5.09 years old), their family (n = 313) characteristics, and their classrooms (n = 84). Using latent profile analysis, we identified four profiles of DLLs (English dominant, balanced average, Spanish dominant, emerging bilinguals), four profiles of parents (low parent education, high mother education, high parent education, high father education), and two profiles of classrooms (teachers with high education with high training and teachers with low education with low training). In general, the balanced average child profile outperformed the other child profiles in English and Spanish, and their norm-referenced standard scores provide additional evidence that bilingual development is not associated with educational risk. There was not a statistically significant correspondence between the parent and child profiles; however, the correspondence between the teacher and child profiles suggests that over half of the children taught by teachers with high education and training are in balanced average or Spanish-dominant profiles. A larger proportion of DLLs in the emerging-bilingual profile are in classrooms with teachers characterized by low education and little professional development as compared to the other three profiles.

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“…For example, Head Start teachers' instructional support in the DLLs' home language (e.g., quantity of Spanish use, instructional strategies such as questioning and literacy materials in Spanish) has been found to predict DLLs' home language skills (White et al, 2020). Other studies comparing bilingual and English-only programs have also suggested that bilingual programs support children's Spanish development without slowing down their English acquisition (Collier and Thomas, 2004;Rolstad et al, 2005;Barnett et al, 2007;Figueras-Daniel and Li, 2021). Nonetheless, observations of preschool teachers' classroom practices with DLLs have suggested that teachers tend to use few linguistically responsive practices (e.g., providing key words in children's home language, giving children opportunities to use both English and the home languages) and more basic, low-quality language and literacy instructions (e.g., not using many openended questions or advanced vocabularies) with DLLs (Justice et al, 2008;Sawyer et al, 2016).…”

Section: Classroom Language and Literacy Activities And Children's Em...mentioning

confidence: 99%

“…Most MSHS teachers used some Spanish during teaching and learning activities to accommodate the linguistic and cultural needs of MSFW children. Indeed, teachers' use of the home language of DLLs has been found to benefit children's home language growth (Collier and Thomas, 2004;Rolstad et al, 2005;Barnett et al, 2007;Figueras-Daniel and Li, 2021).…”

Section: Home Language and Literacy Activities And Children's Emergen...mentioning

confidence: 99%

The unique and compensatory effects of home and classroom learning activities on Migrant and Seasonal Head Start children’s Spanish and English emergent literacy skills

Luo

Song

2022

Front. Psychol.

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Children of migrant and seasonal farmworkers (MSFW) are among the most underprivileged, underserved groups in the United States. The current study examined how home and classroom language and literacy experiences uniquely and interactively contributed to MSFW children’s emergent literacy skills in English and Spanish. Participants were 255 Spanish-English dual language learning children (Mage = 49 mon; 98.3% Latino/Hispanic) and their parents and 47 teachers, drawn from the Migrant and Seasonal Head Start (MSHS) Study. Parents reported how often the target children engaged in language and literacy activities (i.e., teaching letters, words, or numbers, book-reading, singing, and storytelling) with their family members. Teachers reported how often the target children engaged in classroom language and literacy activities (e.g., book-reading, learning letters, retelling stories, etc.). Children’s emergent literacy skills in English and Spanish were assessed by standard tests. After controlling for demographic variables, home and classroom language and literacy activities uniquely predicted children’s emergent literacy skills in Spanish, but not in English. Additionally, home and classroom activities compensated one another in supporting children’s English and Spanish emergent literacy development. That is, language and literacy activities in one context showed a stronger effect for children who experienced less frequent activities in the other context. Together, these findings shed light on ways to support MSFW children’s emergent literacy skills and reveal the importance of integrating and connecting home and school learning experiences.

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Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA)

Cited by 15 publications

References 53 publications

Language Choice Used by EFL Teachers in Classroom Language during the Online Learning

Language Choice Used by EFL Teachers in Classroom Language during the Online Learning

Subgroups within a heterogeneous population: Considering contextual factors that influence the formation of dual language learner profiles in head start.

The unique and compensatory effects of home and classroom learning activities on Migrant and Seasonal Head Start children’s Spanish and English emergent literacy skills

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