Preschool Teachers' Language and Literacy Practices with Dual Language Learners.
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.
Lehigh University.
Brook E
BE
Sawyer
Teachers College, Columbia University.
Carol Scheffner
CS
Hammer
Temple University.
Lauren M
LM
Cycyk
University of South Florida.
Lisa
L
López
New York University.
Clancy
C
Blair
University of Virginia.
Lia
L
Sandilos
Keiser University.
Eugene
E
Komaroff
dual language learners; literacy; preschool
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