A Comparison of Teacher-Rated Classroom Conduct, Social Skills, and Teacher-Child Relationship Quality between Preschool English Learners and Preschool English Speakers

Autor/inn/en	Luchtel, Molly; Hughes, Kere; Luze, Gayle; Bruna, Katherine Richardson; Peterson, Carla
Titel	A Comparison of Teacher-Rated Classroom Conduct, Social Skills, and Teacher-Child Relationship Quality between Preschool English Learners and Preschool English Speakers
Quelle	In: NHSA Dialog, 13 (2010) 2, S.92-111 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-0754
Schlagwörter	Disadvantaged; Second Language Learning; Teacher Student Relationship; English Instruction; Interpersonal Competence; Preschool Evaluation; Classroom Environment; Minority Groups; Behavior Problems; Cultural Differences; Questionnaires; Interviews; Caregiver Attitudes; Teacher Attitudes; Native Speakers; Comparative Analysis + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; English langauage lessons; Englischunterricht; Interpersonale Kompetenz; Klassenklima; Unterrichtsklima; Ethnische Minderheit; Kultureller Unterschied; Fragebogen; Interviewing; Interviewtechnik; Lehrerverhalten; Muttersprachler
Abstract	This study examined the differences between preschool English learners and preschool English speakers in the areas of classroom conduct, social skills, and teacher-child relationship quality, as rated by their teachers. Data were taken from the Early Head Start Research and Evaluation Project. Students who were English learners were rated significantly more positively on classroom conduct and teacher-child relationship quality than students who were English speakers. There were no significant effects of the language(s) spoken in the classroom on teacher-rated skills. The need for further research and implications for the social interactions of English learners are discussed. (Contains 9 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10