Language and literacy instruction in preschool classes that serve Latino dual language learners

Jacoby, Jennifer Wallace; Lesaux, Nonie K.

doi:10.1016/j.ecresq.2016.10.001

Cited by 36 publications

(12 citation statements)

References 21 publications

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“…Instead, teachers’ talk was mostly directed to the whole class, meaning that all focal children within a classroom were most often receiving the same language input. The finding that children spend such a large percentage of observed time in whole group aligns with recent research by Early and colleagues (2010) and Jacoby and Lesaux (2017). For instance, Jacoby and Lesaux (2017) observed language and literacy instruction in 20 preschool classrooms and found that 74% of instruction was delivered in whole group format.…”

Section: Discussionsupporting

confidence: 86%

“…The finding that children spend such a large percentage of observed time in whole group aligns with recent research by Early and colleagues (2010) and Jacoby and Lesaux (2017). For instance, Jacoby and Lesaux (2017) observed language and literacy instruction in 20 preschool classrooms and found that 74% of instruction was delivered in whole group format. However, whole group instruction is not as effective as small group instruction (e.g., Connor et al, 2006; Piasta & Wagner, 2010).…”

Section: Discussionsupporting

confidence: 86%

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Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse

Sawyer

Atkins‐Burnett

Sandilos

et al. 2017

Early Education and Development

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Research Findings. This study aimed to (a) provide an in-depth description of the frequency and type of language interactions that children who are low-income and/or dual language learners (DLL) experience in their classrooms and (b) examine whether differenceFor instance, in a randomized control trial with 461 first grade s exist in children’s language experiences based on children’s DLL status and level of English proficiency. Using the Language Interaction Snapshot, we observed four focal children in each of 72 early childhood classrooms: one monolingual English-speaking child (i.e., non-DLL), one Spanish-dominant DLL child, and two bilingual Spanish-English DLL children. Findings indicate that both lead and assistant teachers predominantly spoke in English and implemented few evidence-based language practices. Children spoke more often to peers than to teachers. Little variation was noted in the quality of the language environment for children based on their DLL status or language proficiency. Practice. Results suggest clear directions for professional development (PD). PD must include both lead and assistant teachers and should focus on evidence-based language strategies for facilitating children’s language development, including how to effectively teach DLLs. Teachers may also benefit from PD that supports use of small group activity and peer strategies.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionsupporting

confidence: 86%

Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse

Sawyer

Atkins‐Burnett

Sandilos

et al. 2017

Early Education and Development

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“…Although the Head Start curriculum encourages teachers to use children’s HL when feasible, the program does not prescribe language of instruction (USDHHS, 2009). In fact, research has found that in Head Start classrooms with large number of Latino DLLs, the classroom instruction occurred primarily in EL (Jacoby & Lesaux, 2017). A longitudinal study of Head Start children showed significant differences between DLLs and non-DLLs in EL and HL vocabulary, and the differences persisted after two years of schooling (Hammer, Lawrence, & Miccio, 2008).…”

Section: Dual Language Learners In Head Startmentioning

confidence: 99%

Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start

Williams¹,

Uchikoshi

Bunge³

et al. 2018

Early Education and Development

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This study examined the concurrent relations of English (EL) and heritage language (HL) proficiency to executive functions (EF) among low-income dual language learners (DLLs) from immigrant families. In a sample of 90 children (age = 38 to 70 months) from Chinese-speaking Chinese American and Spanish-speaking Mexican American families recruited from Head Start preschools, children’s EL and HL proficiency was assessed using receptive and expressive vocabulary tests, and EF was assessed using behavioral tasks measuring response inhibition and attention shifting. Multiple regressions were conducted to test the unique and interactive relations of EL and HL vocabulary to EF, controlling for family socioeconomic status and other demographic characteristics. Higher EL and higher HL vocabulary were uniquely associated with higher attention shifting. By contrast, neither EL nor HL vocabulary was uniquely associated with response inhibition. Interaction effects of EL × HL in relation to EF were also found. The results provided some evidence for the dual benefits of EL and HL proficiency on EF (especially attention shifting) among DLLs from low-income, immigrant families.

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“…In addition, children who are DLLs often experience instructional practices that are not adapted to their level of English proficiency or their strengths and needs (August & Shanahan, 2006; Sawyer et al, 2016). This often includes limited learning opportunities to practice English early literacy skills in the classroom (Jacoby & Lesaux, 2017).…”

mentioning

confidence: 99%

Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners

Hur

Snyder

Reichow

2020

Topics in Early Childhood Special Education

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Children who are dual language learners (DLLs) often have more difficulty acquiring English early literacy skills than their English monolingual peers. Much remains to be learned about efficacious early literacy instructional interventions and their effects on English early literacy skills of DLLs. The purposes of this systematic review were to describe key features of English early literacy interventions provided to children who were DLLs and their effects on English early literacy skills. We conducted an electronic database search and used additional methods to identify 25 studies. Studies varied in defining and characterizing children who were DLLs, including whether they were simultaneous versus sequential DLLs and how information was gathered about primary and secondary language exposure. Use of bilingual and monolingual instruction showed promise for enhancing English early literacy skills, although mixed findings were common when both language and code-related outcomes were measured. Implications for future research and practice are discussed.

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Language and literacy instruction in preschool classes that serve Latino dual language learners

Cited by 36 publications

References 21 publications

Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse

Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse

Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start

Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners

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