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，研究需要关注掌握两种语言对他们的学习和发展产生的独特影响。这个项目的主要目的是增加对课堂因素和过程的了解，这些因素和过程可以支持动态学习语言的语言和社会情感发展。为此，本项目将研究教师与儿童之间使用西班牙语-英语动态链接库的互动及其与儿童入学准备的关系。拟议的项目将遵循以下目标：1)采用混合方法，使用初级数据和二级数据集，即2009年学前家庭和儿童调查(FACES)队列，以更好地了解师生互动、课堂环境和学习准备情况之间的关系；2)使用FACES 2009队列研究和当地样本中的次要数据，描述课堂上启蒙教师使用西班牙语与课堂质量对学习准备情况的衡量之间的联系；3)研究教师与儿童之间的互动与DLL儿童入学准备之间的联系是否因课堂环境和DLL课堂组成而有所不同，并使用二手和一手数据控制儿童和家庭的特征；4)通过收集初级定性数据和使用定性方法分析，描述教师的语言意识形态，并了解与课堂实践和DLLS学生成功的可能联系。这项研究的发现将为支持DLLS的语言和社会情感发展的方法提供参考。 示例： 主要数据：东波士顿Head Start，一个由12个学龄前教室组成的项目，有221名儿童注册。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个拉丁裔DLL的教师与儿童互动的观察、DLLS的英语和西班牙语熟练程度以及教师对儿童社会情感能力的评级。将对至少12名教师和/或教师助理进行半结构化面谈。 次要数据：Face 2009队列的参与者，包括60个项目、129个中心、486个教室和3149名儿童。其中包括919名母语为西班牙语的儿童。 措施： 儿童层面的入学准备情况评估 ·英语和西班牙语能力 ·社会情感技能 ·学龄前学习行为量表(PLBS) 师生互动 ·个人层面的课堂质量(主要数据) ·全球课堂质量(次要数据) ·教师在课堂上使用西班牙语的情况 课堂情境 ·DLL课堂作文 ·活动设置所花费的时间(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数据 ·人口调查表(初级数据)儿童性别、年龄、特殊教育状况(次级数据) ·儿童最初的英语和西班牙语熟练程度(二级数据) ·家庭社会经济地位[社会经济地位](二次数据)

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)