Preschool Teachers' Language and Literacy Practices with Dual Language Learners.
Preschool Teachers' Language and Literacy Practices with Dual Language Learners.
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学前教师与双语学习者的语言和读写能力实践。
DOI：
10.1080/15235882.2016.1138904
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发表时间：
2016
影响因子：
1.6
通讯作者：
Komaroff,Eugene
中科院分区：
文献类型：
--
作者：
Sawyer,BrookE;Hammer,CarolScheffner;Cycyk,LaurenM;López,Lisa;Blair,Clancy;Sandilos,Lia;Komaroff,Eugene
本研究的目的是（a）检查教师使用语言反应的做法，以支持西班牙语双语学习者（DLL）的语言和读写能力的发展程度和（B），以调查这些做法之间的关联，并选择教师层面的因素。样本包括72名幼儿教师。收集了有关做法的观察数据。教师自我报告的语言和文化信仰，西班牙语能力，和课堂作文。结果表明，教师，包括那些谁讲西班牙语，很少使用语言响应的做法，以支持学前DLL。只有讲西班牙语的能力与实践有关。针对专业发展的影响进行了讨论。
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.