Talking the talk: translating research to practice

ABSTRACT

Decades of research have identified features of classrooms and teachers’ talk that are associated with children’s language growth. Unfortunately, much of this work has not yet translated to widespread practice in early childhood classrooms. Given the important contributions that early language development makes to later academic achievement, enacting the findings of research is of paramount importance. Here, we review current research, identifying factors that support early language development and practices, settings, and materials in early childhood classrooms that are associated with language development. We present findings from our studies and those of others that indicate the pitfalls and promises of past and current instructional practices. Finally, we pose a call to action for researchers and practitioners to improve the quality of children’s language experiences in early childhood classrooms.

KEYWORDS:

• Language development
• preschool classrooms
• teachers

Notes on contributors

Jill F. Grifenhagen (corresponding author) is an Assistant Professor in the Department of Teacher Education and Learning Sciences at North Carolina State University. Her research interests include early childhood language and literacy development, supporting academic language development in elementary classrooms, and an emphasis on improving educational opportunities for children from low-income backgrounds. Phone: [phone]. Email: [email protected] Address: Poe Hall 317, Box 7801, NCSU Campus, Raleigh, NC 27695.

Erica M. Barnes is an Assistant Professor in the Department of Literacy Teaching and Learning at the University of Albany. Her research investigates teacher–child interactions in preschool classrooms that promote vocabulary growth, with an emphasis on the developmental trajectories of children with varying levels of language abilities from low-income homes. Phone: [phone]. Email: [email protected] Address: 1400 Washington Ave., EDU 329, Albany, NY, 12222.

Molly F. Collins is a Lecturer in the Department of Teaching and Learning at Vanderbilt University’s Peabody College. Her research interests include identifying factors associated with early vocabulary growth for children from low-income homes and dual-language learners. Email: [email protected] Address: Department of Teaching and Learning Box 230, Appleton Place, Nashville, TN 37203.

David K. Dickinson is the Margaret Cowan Chair of Teacher Education in the Department of Teaching and Learning at Vanderbilt University’s Peabody College. His research interests include: (1) understanding mechanisms of language learning and the interaction between language and early literacy development; (2) identifying factors that support and impede language and early literacy development in early childhood classrooms; and (3) developing methods that help teachers change their practices in ways that foster learning among children from low-income backgrounds. He is co-author of Opening the World of Learning, but was not involved in any of the analyses in the projects discussed. The data reported here were collected as part of grants from the Department of Education through the Institute of Education Sciences, grants R324E060088A and R305A110128. Phone: [phone]. Email: [email protected] Address: Department of Teaching and Learning Box 230, 230 Appleton Place, Nashville, TN 37203.

ORCID

Jill F. Grifenhagen http://orcid.org/0000-0001-7652-5813

Erica M. Barnes http://orcid.org/0000-0003-0818-9285

Additional information

Funding

This work was supported by the Institute of Education Sciences [R305A110128, R324E060088A].