Preschool teachers’ language and literacy practices with dual language learners

ABSTRACT

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.

Notes

^1. Anecdotal evidence was gathered from research staff’s observations during center and classroom visits and discussions with center administrators and participating classroom teachers.

Additional information

Funding

We gratefully acknowledge the support provided by NIH-NICHD Grant 5U01HD060296-05.