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ERIC Number: EJ1211416
Record Type: Journal
Publication Date: 2015-Dec
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1526-8659
EISSN: N/A
Language Environment of Dual Language Learners and the Use of Language Support Practices
Kelly, Loreen
New Waves-Educational Research and Development Journal, v18 n2 p1-15 Dec 2015
The increase of dual language learners in today's classrooms has caused serious implications when examining how the country educates children (McWayne, Melzi, Schick, Kennedy, & Mundt, 2013). Because of the cultural and linguistic differences of these children, it is essential to study teaching practices at the early childhood level. Examining educational practice includes studying the language environment and how it supports dual language learners' (DLLs) language development. The present study examined the language environment of dual language learners, specifically the use of language support practices in four preschool classrooms. This qualitative case study used interviews, observations, and field notes. The participants included two groups: teachers and children. Seven English speaking early childhood educators, five leads/co-leads, and two assistants, taught in classrooms based on an English-only model. There were 24 focal children, six from each class, who were Hispanic dual language learners. The overarching significant finding that emerged from this study was that of intentionality. More specifically, in order to scaffold DLLs' learning and provide a rich language environment, teachers must be intentional in their practices. Being a good teacher does not guarantee that a teacher knows what is appropriate or effective for the DLLs in their class. A major implication for teacher education programs is to offer coursework to ensure preservice teachers have the appropriate training.
Chinese American Educational Research and Development Association. e-mail: info@caerda.org; Web site: https://www.viethconsulting.com/members/publication/new_waves_home.php
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A