Teacher Characteristics That Play a Role in the Language, Literacy and Math Development of Dual Language Learners

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

“…Furthermore, being a culturally competent teacher was related to DLL children’s Spanish language and literacy skills. These findings indicate that teachers who are better prepared to teach DLLs likely hold strengths-based perspectives of DLLs’ home language, which in turn, benefits their students’ early cognitive skills (Ramírez et al, 2019) and are theoretically supported by both the integrative and PPCT models.…”

“…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.…”

“…Yet, there continues to be limited research within the DLL literature on what constitutes high-quality preschool experiences for DLLs (Limlingan et al, 2020). Some previous research points to teacher training and professional development specifically focused on DLLs as classroom-level culturally attuned variables positively related to language, literacy, and math skills among preschool-aged DLLs (Ramírez et al, 2019). Specifically, teachers who reported higher amounts of training in teaching DLLs had children in their classrooms who had better English math skills, English and Spanish literacy skills, and better Spanish language skills.…”

Teachers’ Language Use in Multilingual Head Start Classrooms: Implications for Dual Language Learners

“…The success of the DLL population requires specialized training and attention from teachers and school administrators. Teachers’ possession of greater amounts of training, years of experience working with DLLs, and cultural competency have all been shown to positively affect children’s language outcomes [ 29 ]. However, as our data revealed, the amount of training and experience that DLL teachers receive and bring to the classroom is far from uniform.…”

“…Thus, these children depend more on school programs to enrich their early language and literacy experience [ 27 ]. Consequently, teachers play a crucial role in creating equitable language environments in which to help DLLs develop socio-emotional and academic competencies [ 28 , 29 , 30 ]. Hence, it is critical to gain a better understanding of the demographic, language abilities, and classroom language use profiles of preschool teachers in Head Start programs serving the DLL population.…”