Preschool teachers’ language and literacy practices with dual language learners

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.

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

“…According to Larson et al culturally and linguistically responsive practices consider cultural and linguistic factors relevant to the children receiving the intervention. Some examples of recommended culturally and linguistically responsive practices in English instructional environments are integrating children’s home language and culture into the classroom by providing books in the home language; having books in English that include visual representations of children’s culture to support learning English vocabulary words for the representations; using key vocabulary words in the home language; facilitating children’s understanding of English by using gestures, props, or pictures that illustrate English word meanings; incorporating materials and objects in activities relevant to children’s cultures and providing explicit support in learning both the home and English language words for the objects or materials; and providing multiple opportunities to hear and use English (Sawyer et al, 2016). In their meta-analysis, Fitton et al (2018) reported overall positive effects of book reading interventions on early literacy skills for children who are DLLs.…”

“…Children who are DLLs are more likely to live in economically disadvantaged homes than their English monolingual peers (National Academies of Sciences, Engineering, and Medicine, 2017). 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).…”

Supporting preschool dual language learners: parents’ and teachers’ beliefs about language development and collaboration

“…In contrast, one study with early childhood teachers found that teachers believe DLLs benefit from the use of their home language in the classroom (i.e. strongly disagreed that English should be the only language used in the classroom; Sawyer et al, 2016).…”

Heterogeneity in the trajectories of US Latine mothers’ dual-language input from infancy to preschool

“…Conversely, mothers who value Spanish skills and bilingualism may send their children to bilingual programs (Surrain, 2018). Although no studies to our knowledge have examined associations between teachers’ language use at preschool and mothers’ dual-language input at home, many teachers recognize the benefits of bilingualism and believe that parents should use their home language with their children (Sawyer et al, 2016; Vázquez-Montilla et al, 2014). Thus, children’s exposure to teachers’ language use may be associated with parents’ language choice at home.…”