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

为了更好地为双语学习者（DLL）服务，研究需要关注两种语言如何独特地影响他们的学习和发展。该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，本项目将研究教师与儿童的互动发生与西班牙语-英语DLL和他们的关系，以儿童的入学准备。建议的计划将以下列目的为指导：1）采用混合方法，使用主要数据和次要数据集，即2009年开端家庭和儿童调查（FACES）队列，以更好地了解教师与儿童的互动，课堂环境和DLL入学准备之间的关系; 2）使用来自FACES 2009年队列研究和当地样本的二级数据，描述先声夺人教师在课堂上使用西班牙语与DLL儿童入学准备的课堂质量措施之间的关联;（3）利用中学和小学的数据，检验师幼互动与DLL儿童入学准备之间的关系是否因教室设置和DLL教室组成的不同而不同，并控制儿童和家庭的特征;四、通过收集主要的定性数据，描述教师的语言意识形态，并了解与课堂实践和DLL学生成功的可能联系，采用定性分析方法。这项研究的结果将为支持DLL的语言和社会情感发展提供信息。 样品名称： 主要数据：东波士顿开端，一个由12个学前班教室组成的计划，有221名儿童入学。主要的语言和文化是西班牙语/中美洲和南美洲（73%的家庭认为是西班牙裔）。将收集120 - 140名拉丁美洲DLL的教师与儿童互动、DLL的英语和西班牙语水平以及教师对儿童社会情感能力的评价。半结构化面试将与至少12名教师和/或教师助理进行。 次要数据：FACES 2009年队列的参与者，其中包括60个项目，129个中心，486个教室和3,149名儿童。其中包括919名母语为西班牙语的儿童。 措施： 儿童入学准备评估 ·英语和西班牙语能力 ·社会情感技能 学前学习行为量表（PLBS） 师幼互动 ·个人层面的课堂质量（主要数据） ·全球课堂质量（二级数据） ·教师在课堂上使用西班牙语 课堂语境 · DLL课堂作文 ·活动设置花费的时间量（主要数据）;活动设置使用的语言（次要数据） 家庭和儿童人口统计 儿童性别、年龄、特殊教育状况（次要数据） ·孩子的英语和西班牙语水平的初始水平（二级数据） ·家庭社会经济地位（SES）（二级数据）

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)