How the Amount of Teacher Spanish Use Interacts with Classroom Quality to Support English/Spanish DLLs' Vocabulary

Autor/inn/en	Sembiante, Sabrina F.; Yeomans-Maldonado, Gloria; Johanson, Megan; Justice, Laura
Titel	How the Amount of Teacher Spanish Use Interacts with Classroom Quality to Support English/Spanish DLLs' Vocabulary
Quelle	In: Early Education and Development, 34 (2023) 2, S.506-529 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sembiante, Sabrina F.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2039872
Schlagwörter	Classroom Communication; Bilingualism; Bilingual Teachers; Teacher Student Relationship; Spanish; Language Usage; Second Language Learning; Second Language Instruction; English (Second Language); Receptive Language; Expressive Language; Video Technology; Preschool Teachers; Teacher Aides; Vocabulary Development; Educational Quality; Learning Processes; Classroom Techniques; Outcomes of Education; Preschool Education; Federal Programs; Low Income Students; Teacher Characteristics; Metropolitan Areas; Classroom Environment; Class Activities; Arizona; Expressive One Word Picture Vocabulary Test; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Klassengespräch; Bilingualismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Spanisch; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Rezeptive Kommunikationsfähigkeit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Handreichung; Lehrerhilfe; Wortschatzarbeit; Quality of education; Bildungsqualität; Learning process; Lernprozess; Klassenführung; Lernleistung; Schulerfolg; Ballungsraum; Klassenklima; Unterrichtsklima
Abstract	Research Findings: We examined the amount of preschool lead/assistant teachers' English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners' (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children's conceptual English/Spanish bilingual receptive and expressive vocabulary, (b) classroom quality via systematic observation, (c) video coding of the amount of utterances of teacher Spanish use in classrooms, and (d) a set of child- and teacher-level covariates. Results showed that Spanish was used much less than English by both teachers and DLLs. DLLs spoke more Spanish than teachers and directed most Spanish to peers. For high levels of Emotional Support, teachers' Spanish use was significantly negatively associated with English/Spanish bilingual expressive and receptive vocabulary. For low levels of Emotional Support and high levels of Instructional Support, higher amounts of teachers' Spanish use were significantly positively associated with higher levels of children's English/Spanish bilingual expressive and receptive vocabulary. Practice or Policy: Emotionally-supportive practices may enable monolingual teachers to facilitate their DLLs' learning through creating relationships that may counteract strain from language barriers. Spanish instruction provides asupportive effect for DLLs and may contribute to closing English language andliteracy disparities between DLLs and English-speaking peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01