Document Type

Article

Publication Date

2018

Digital Object Identifier (DOI)

https://doi.org/10.1080/10409289.2017.1408373

Abstract

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 (DLLs) experience in their classrooms and (b) examine whether differences exist in children’s language experiences based on children’s DLL status and level of English proficiency. Using the Language Interaction Snapshot, we observed 4 focal children in each of 72 early childhood classrooms: 1 monolingual English-speaking child (i.e., non-DLL), 1 Spanish-dominant DLL child, and 2 bilingual Spanish–English DLL children. Findings indicated 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 or Policy: 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 the use of small-group activity and peer strategies.

Was this content written or created while at USF?

Yes

Citation / Publisher Attribution

Early Education and Development, v. 29, issue 3, p. 398-416

This is an Accepted Manuscript of an article published by Taylor & Francis in Early Education and Development on 08 December 2017, available online https://doi.org/10.1080/10409289.2017.1408373.

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