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Direct linkSembiante, Sabrina F.; Yeomans-Maldonado, Gloria; Johanson, Megan; Justice, Laura – Early Education and Development, 2023
Research Findings: We examined the amount of preschool lead/assistant teachers' English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners' (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children's conceptual…
Descriptors: Classroom Communication, Bilingualism, Bilingual Teachers, Teacher Student Relationship
Download full textHindman, Annemarie H.; Farrow, JeanMarie; Anderson, Kate; Wasik, Barbara A.; Snyder, Patricia A. – Grantee Submission, 2021
Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children's responses, an important question because many toddlers, particularly in high-need communities, attend…
Descriptors: Preschool Education, Disadvantaged Youth, Federal Programs, Story Reading
Neugebauer, Sabina; Sandilos, Lia; Coyne, Michael; McCoach, D. Betsy; Ware, Sharon – Early Education and Development, 2020
Research Findings: This study of kindergarten monolingual and Dual Language Learners (DLLs) (N=263; mean age = 63.40 months) and their teachers (N=27) found significant mean differences in the observed quality of language interactions in classrooms with differing proportions of DLLs. Teachers instructing in classrooms with higher numbers of DLLs…
Descriptors: Language Usage, Bilingualism, Kindergarten, Teacher Student Relationship
