Citations (27)
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Read on this site (9)
Sarah Surrain, Stephanie M. Curenton & Cecilia Jarquín Tapia. (2023) Fostering Dual Language Learners’ Participation in Head Start Classroom Conversations Through Code-Switching in Whole Group and Small Group Settings. Early Education and Development 34:4, pages 885-909.
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Sabrina F. Sembiante, Gloria Yeomans-Maldonado, Megan Johanson & Laura Justice. (2023) How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs’ Vocabulary. Early Education and Development 34:2, pages 506-529.
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Jessica Massonnié, Anna Llaurado, Emma Sumner & Julie E. Dockrell. (2022) Oral language at school entry: dimensionality of speaking and listening skills. Oxford Review of Education 48:6, pages 743-766.
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Maria Cristina Limlingan, Christine McWayne & Nail Hassairi. (2022) Habla Conmigo: Teachers’ Spanish Talk and Latine Dual Language Learners’ School Readiness Skills. Early Education and Development 33:4, pages 655-674.
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Janna Brown McClain, Jeannette Mancilla-Martinez, Israel Flores & Laura Buckley. (2021) Translanguaging to support emergent bilingual students in English dominant preschools: An explanatory sequential mixed-method study. Bilingual Research Journal 44:2, pages 158-173.
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Shannon E. Reilly, Anna D. Johnson, Gigi Luk & Annie Partika. (2020) Head Start Classroom Features and Language and Literacy Growth among Children with Diverse Language Backgrounds. Early Education and Development 31:3, pages 354-375.
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Jennifer W. Jacoby & Nonie K. Lesaux. (2019) Supporting dual language learners in Head Start: teacher beliefs about teaching priorities and strategies to facilitate English language acquisition. Journal of Early Childhood Teacher Education 40:2, pages 120-137.
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Egle Säre, Tiia Tulviste & Piret Luik. (2019) The function of questions in developing a preschooler’s verbal reasoning skills during philosophical group discussions. Early Child Development and Care 189:4, pages 555-568.
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Brook Sawyer, Sally Atkins-Burnett, Lia Sandilos, Carol Scheffner Hammer, Lisa Lopez & Clancy Blair. (2018) Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse. Early Education and Development 29:3, pages 398-416.
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Articles from other publishers (18)
Maria Cristina Limlingan & Christine M. McWayne. (2022) More Than Words: A Qualitative Study on the Links Between Preschool Teachers’ Classroom Practices and Their Language Ideologies About Dual Language Learners. Early Childhood Education Journal 51:5, pages 981-996.
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Laura Buckley, Jeannette Mancilla-Martinez & Merve Ozdemir. (2023) Teacher Questioning to Promote Extended Language Use for Preschool Emergent Bilinguals. Language, Speech, and Hearing Services in Schools 54:2, pages 436-455.
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Codie Kane, Lia Sandilos, Carol Scheffner Hammer, Eugene Komaroff, Dana Bitetti & Lisa López. (2023) Teacher language quality in preschool classrooms: Examining associations with DLLs' oral language skills. Early Childhood Research Quarterly 63, pages 352-361.
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Natalia M. Rojas, Susam Ramos & Aimee Salgado. (2023) Early Childhood Education Teacher's Beliefs about a Match in Home Language Proficiency with Emergent Bilingual Learners. Early Childhood Research Quarterly 63, pages 194-203.
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Elizabeth Burke Hadley, Robert F. Dedrick, David K. Dickinson, Eunsook Kim, Kathy Hirsh-Pasek & Roberta Michnick Golinkoff. (2021) Exploring the relations between child and word characteristics and preschoolers' word-learning. Journal of Applied Developmental Psychology 77, pages 101332.
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Brooke Rumper, Elizabeth Frechette, Daryl B. Greenfield & Kathy Hirsh-Pasek. (2021) Impacts on Head Start Dual Language Learning Children’s Early Science Outcomes. Education Sciences 11:6, pages 283.
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Zhijun Zheng, Sheila Degotardi & Emilia Djonov. (2021) Supporting multilingual development in early childhood education: A scoping review. International Journal of Educational Research 110, pages 101894.
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Tricia A. Zucker, María S. Carlo, Janelle J. Montroy & Susan H. Landry. (2021) Pilot test of the Hablemos Juntos Tier 2 academic language curriculum for Spanish-speaking preschoolers. Early Childhood Research Quarterly 55, pages 179-192.
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Alexandra Figueras-Daniel & Zijia Li. (2021) Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA). Early Childhood Research Quarterly 54, pages 271-285.
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Elizabeth Burke Hadley, Katherine M. Newman & Jinsil Mock. (2020) Setting the Stage for TALK: Strategies for Encouraging Language‐Building Conversations. The Reading Teacher 74:1, pages 39-48.
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Sabrina F. Sembiante, Alain Bengochea & Mileidis Gort. (2020) “Want me to show you?”: Emergent bilingual preschoolers’ multimodal resourcing in show-and-tell activity. Linguistics and Education 55, pages 100794.
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Alain Bengochea, Sabrina Sembiante & Mileidis Gort. (2020) Attracting and Responding to an Audience: Preschoolers’ Multimodal Composing in Show-and-Tell Activity. Language Arts 97:3, pages 135-145.
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Kelly L. Edyburn, Matthew Quirk & Carola Oliva-Olson. (2018) Supporting Spanish–English Bilingual Language Development Among Latinx Dual Language Learners in Early Learning Settings. Contemporary School Psychology 23:1, pages 87-100.
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Julia C. Golden & Jennifer Wallace Jacoby. (2017) Playing Princess: Preschool Girls’ Interpretations of Gender Stereotypes in Disney Princess Media. Sex Roles 79:5-6, pages 299-313.
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Christopher J Wagner. (2017) Being bilingual, being a reader: Prekindergarten dual language learners’ reading identities. Journal of Early Childhood Literacy 18:1, pages 5-37.
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Jennifer Wallace Jacoby & Nonie K. Lesaux. (2017) Policy-based instructional reform in early education: how US Head Start teachers perceive instructional mandates. International Journal of Child Care and Education Policy 11:1.
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Jennifer Wallace Jacoby & Nonie K. Lesaux. (2017) Language and literacy instruction in preschool classes that serve Latino dual language learners. Early Childhood Research Quarterly 40, pages 77-86.
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Debra J. Ackerman & Zoila Tazi. (2015) Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges. ETS Research Report Series 2015:1, pages 1-39.
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