Document Type

Article

Publication Date

2-29-2016

Keywords

dual language learners, preschool, literacy

Digital Object Identifier (DOI)

https://doi.org/10.1080/15235882.2016.1138904

Abstract

he 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.

Comments

Bilingual Research Journal, v. 39, issue 1, p. 35-49

This is an Accepted Manuscript of an article published by Taylor & Francis in Bilingual Research Journal on 29 Feb 2016, available online: http://www.tandfonline.com/10.1080/15235882.2016.1138904.

Was this content written or created while at USF?

Yes

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