Preschool teachers' language and literacy practices with dual language learners

被引：36

作者：

Sawyer, Brook E. ^{[1
]}

Hammer, Carol Scheffner ^{[2
]}

Cycyk, Lauren M. ^{[3
]}

Lopez, Lisa ^{[4
]}

Blair, Clancy ^{[5
]}

Sandilos, Lia ^{[6
]}

Komaroff, Eugene ^{[7
]}

机构：

[1] Lehigh Univ, Dept Educ & Human Serv, Bethlehem, PA 18015 USA

[2] Columbia Univ, Teachers Coll, Dept Biobehav Sci, New York, NY 10027 USA

[3] Temple Univ, Dept Commun Sci & Disorders, Philadelphia, PA 19122 USA

[4] Univ S Florida, Educ Psychol, Tampa, FL 33620 USA

[5] NYU, Cognit Psychol, New York, NY 10003 USA

[6] Univ Virginia, Ctr Adv Study Teaching & Learning, Charlottesville, VA 22903 USA

[7] Keiser Univ, Grad Sch, Educ, Ft Lauderdale, FL USA

来源：

BILINGUAL RESEARCH JOURNAL | 2016年 / 39卷 / 01期

关键词：

D O I：

10.1080/15235882.2016.1138904

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

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.

引用

页码：35 / 49

页数：15

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