MORE THAN WORDS: THE RELATIONS BETWEEN TEACHER-CHILD INTERACTIONS, CLASSROOM CONTEXT AND LATINO DLLS’ SCHOOL READINESS

不仅仅是言语：师生互动、课堂环境和拉丁裔 DLLS 入学准备之间的关系

• 批准号: 100083
• 负责人: MARIA CRISTINA LIMLINGAN
• 金额: $ 5万
• 依托单位: TUFTS UNIVERSITY MEDFORD
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-29 至 2016-09-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/100083
• 关键词: MORE; THAN; WORDS; RELATIONS; BETWEEN

To better serve Dual Language Learners (DLLs), research needs to focus on how having access to two languages uniquely affects their learning and development. The overarching purpose of this project is to increase the understanding of classroom factors and processes that can support the language and socio-emotional development of DLLs. Toward this end, this project will examine teacher-child interactions occurring with Spanish- English DLLs and their relations to children's school readiness. The proposed project will be guided by the following objectives: 1) To employ a mixed-methods approach using both primary data and a secondary dataset, the Head Start Family and Child Survey (FACES) 2009 cohort, to better understand the relations between teacher-child interactions, classroom context, and DLLs' school readiness; 2) To describe associations between Spanish use by Head Start teachers in the classroom and measures of classroom quality on DLL children's school readiness using secondary data from the FACES 2009 cohort study and a local sample; 3) To examine whether the associations between teacher-child interactions and DLL children's school readiness differ depending on classroom setting and DLL classroom composition, controlling for child and family characteristics using secondary and primary data; 4) To describe teachers' language ideologies and understand possible links to classroom practice and DLLs' student success through collection of primary qualitative data and analysis using qualitative methodology. Findings from this study will inform ways to support the language and socio-emotional development of DLLs. Sample: Primary Data: East Boston Head Start, a program consisting of 12 preschool classrooms with 221 children enrolled. The predominant language and culture is Spanish/Central and South American (73% of families identify as Hispanic). Observations of teacher-child interactions, DLLs' English and Spanish proficiency, and teacher ratings of children's socio-emotional competence will be collected for 120 -140 Latino DLLs. Semi-structured interviews will be conducted with at least 12 teachers and/or teacher assistants. Secondary Data: Participants in the FACES 2009 cohort which included 60 programs, 129 centers, 486 classrooms, and 3,149 children. Included were 919 children whose first language was Spanish. Measures: Child-level assessments of school readiness • English and Spanish language abilities • Socio-emotional skills • Preschool Learning Behaviors Scale (PLBS) Teacher-child interactions • Classroom quality at the individual level (Primary Data) • Global classroom quality (Secondary Data) • Teachers' use of Spanish in the classroom Classroom context • DLL classroom composition • Amount of time spent on activity setting (Primary Data); Language used by activity setting (Secondary Data) Family and child demographics • Demographic questionnaire(Primary Data)Child gender, age, special education status (Secondary Data) • Child's initial level of English and Spanish proficiency (Secondary Data) • Family Socioeconomic Status [SES] (Secondary Data)

为了更好地为双语学习者服务，研究需要关注两种语言对他们学习和发展的独特影响。这个项目的首要目的是增加对课堂因素和过程的理解，这些因素和过程可以支持dll的语言和社会情感发展。为此，本项目将研究西班牙语-英语dll中发生的师生互动及其与儿童入学准备的关系。拟议的项目将以以下目标为指导：1)采用混合方法，使用主要数据和次要数据集，即2009年启智家庭和儿童调查（FACES）队列，以更好地了解师生互动、课堂环境和DLLs入学准备之间的关系；2)利用来自FACES 2009队列研究和当地样本的二手数据，描述启智教师在课堂上使用西班牙语与课堂质量对DLL儿童入学准备的影响之间的联系；3)在使用二级和一级数据控制儿童和家庭特征的情况下，检验师生互动与DLL儿童入学准备之间的关联是否因教室设置和DLL教室构成而有所不同；4)通过收集主要定性数据和使用定性方法进行分析，描述教师的语言意识形态，了解课堂实践和dll学生成功之间可能存在的联系。这项研究的结果将为支持dll的语言和社会情感发展提供方法。