Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse.
Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse.
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低收入和语言多样化的学龄前儿童课堂语言环境的变化。
DOI：
10.1080/10409289.2017.1408373
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发表时间：
2018
影响因子：
2.9
通讯作者：
Blair,Clancy
中科院分区：
文献类型：
--
作者：
Sawyer,Brook;Atkins-Burnett,Sally;Sandilos,Lia;ScheffnerHammer,Carol;Lopez,Lisa;Blair,Clancy
研究结果：本研究旨在（a）深入描述低收入和/或双语学习者（DLL）儿童在课堂上的语言互动频率和类型;（B）基于儿童的DLL状态和英语水平，研究儿童的语言体验是否存在差异。使用语言互动快照，我们在72个幼儿教室中观察了4个焦点儿童：1个单语英语儿童（即，非DLL），1个西班牙语为主的DLL孩子，和2个双语西班牙语-英语DLL孩子。研究结果表明，无论是领导和助理教师主要讲英语，并实施了一些基于证据的语言实践。孩子们更多地与同龄人交谈，而不是与老师交谈。注意到他们的DLL状态或语言proficiency.Practice或Policy的基础上的儿童的语言环境的质量变化不大：结果表明明确的方向专业发展（PD）。PD必须包括领导和助理教师，并应侧重于以证据为基础的语言策略，促进儿童的语言发展，包括如何有效地教DLL。教师也可以从支持使用小组活动和同伴策略的PD中受益。
Research Findings: This study aimed to (a) provide an in-depth description of the frequency and type of language interactions that children who are low income and/or dual language learners (DLLs) experience in their classrooms and (b) examine whether differences exist in children’s language experiences based on children’s DLL status and level of English proficiency. Using the Language Interaction Snapshot, we observed 4 focal children in each of 72 early childhood classrooms: 1 monolingual English-speaking child (i.e., non-DLL), 1 Spanish-dominant DLL child, and 2 bilingual Spanish–English DLL children. Findings indicated that both lead and assistant teachers predominantly spoke in English and implemented few evidence-based language practices. Children spoke more often to peers than to teachers. Little variation was noted in the quality of the language environment for children based on their DLL status or language proficiency.Practice or Policy: Results suggest clear directions for professional development (PD). PD must include both lead and assistant teachers and should focus on evidence-based language strategies for facilitating children’s language development, including how to effectively teach DLLs. Teachers may also benefit from PD that supports the use of small-group activity and peer strategies.