Preschool teachers' language and literacy practices with dual language learners. Issue 1 (2nd January 2016)

• Record Type: Journal Article
• Authors: Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene
• Is Part Of: Bilingual research journal. Volume 39:Issue 1(2016)
• Page Start: 35
• Page End: 49
• Publication Date: 2016-01-02
• Subjects: Education, Bilingual -- United States -- Periodicals; Minorities -- Education -- United States -- Periodicals; Languages, Modern -- Study and teaching -- United States -- Periodicals; 370.1175097305
• DOI: 10.1080/15235882.2016.1138904
• Languages: English
• ISSNs: 1523-5882

Abstract

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.