NDLI: Preschool teachers’ language and literacy practices with dual language learners

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Preschool teachers’ language and literacy practices with dual language learners

Content Provider	Scilit
Author	Sawyer, Brook E. Hammer, Carol Scheffner Cycyk, Lauren M. López, Lisa Blair, Clancy Sandilos, Lia Komaroff, Eugene
Copyright Year	2016
Description	Journal: Bilingual Research Journal 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.
Related Links	http://europepmc.org/articles/pmc5033239?pdf=render https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5033239/pdf
Ending Page	49
Page Count	15
Starting Page	35
ISSN	15235882
e-ISSN	15235890
DOI	10.1080/15235882.2016.1138904
Journal	Bilingual Research Journal
Issue Number	1
Volume Number	39
Language	English
Publisher	Informa UK Limited
Publisher Date	2016-01-02
Access Restriction	Open
Subject Keyword	Journal: Bilingual Research Journal Education Research Language Studies Dual Language Learners
Content Type	Text
Subject	Education Linguistics and Language

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