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.
Rights Information
Was this content written or created while at USF?
Yes
Scholar Commons Citation
Sawyer, Brook E.; Hammer, Carol S.; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; and Komaroff, Eugene, "Preschool Teachers’ Language and Literacy Practices with Dual Language Learners" (2016). Educational and Psychological Studies Faculty Publications. 196.
https://digitalcommons.usf.edu/esf_facpub/196
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.