Preschool Children's Engagement and School Readiness Skills: Exploring Differences between Spanish-Speaking Dual Language Learners and Monolingual English-Speaking Preschoolers

Autor/inn/en	Rojas, Natalia M.; Yoshikawa, Hirokazu; Morris, Pamela
Titel	Preschool Children's Engagement and School Readiness Skills: Exploring Differences between Spanish-Speaking Dual Language Learners and Monolingual English-Speaking Preschoolers
Quelle	In: Early Education and Development, 34 (2023) 1, S.86-110 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1985048
Schlagwörter	Preschool Children; Learner Engagement; School Readiness; Spanish Speaking; Second Language Learning; English (Second Language); Language Skills; Phonological Awareness; English Language Learners; Teacher Student Relationship; Peer Relationship; Vocabulary Development; Emergent Literacy; Classroom Environment; Achievement Tests; Cognitive Tests; Verbal Ability; Intelligence Tests; Predictor Variables; Classroom Assessment Scoring System; Woodcock Johnson Psycho Educational Battery; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Wortschatzarbeit; Frühleseunterricht; Klassenklima; Unterrichtsklima; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Mündliche Leistung; Intelligence test; Intelligenztest; Prädiktor
Abstract	Research Findings: The study examined the relationship between Spanish-speaking DLL children's engagement within the preschool classroom with teachers, peers, and tasks and their school readiness skills compared to monolingual English-speaking peers. Results suggested that DLL children had lower language skills and phonological awareness by the end of the preschool year. However, children's positive engagement with teachers mediated the relationship between DLL status and children's language skills. Finally, the relationship between children's engagement and school readiness outcomes differed by whether children are DLL or monolingual; for DLL children, positively engaging with teachers, peers, and tasks were positively associated with their receptive and expressive vocabulary, phonological awareness, and print knowledge skills. Practice or Policy: The findings highlight how children's classroom engagement, particularly DLLs, is associated with their school readiness outcomes. That is, DLL and monolingual children are experiencing different levels of engagement expose potential inequities in the levels of quality experienced within classrooms. Classrooms must maximize the opportunities for DLLs to practice their language skills with peers, in particular, across languages as a way of supporting their development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01