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Direct linkNeugebauer, 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
O'Brien, Lisa; Leighton, Christine; Giunco, Kierstin – AERA Online Paper Repository, 2018
This mixed methods study extends findings from a prior study exploring use of increasingly-complex, expository text situated within a five-week interdisciplinary intervention in which first-grade children attending a Sheltered-English (SEI) immersion classroom advanced their conceptual knowledge and academic language approximating levels near or…
Descriptors: English Language Learners, Grade 1, Elementary School Students, Intervention
Barnes, Erica M.; Oliveira, Alandeom W.; Dickinson, David K. – Journal of Education for Students Placed at Risk, 2019
Little analytical scrutiny has been devoted to teacher accommodation of academic language at the early childhood level, despite being a critical school-level factor to consider when addressing at-risk learners' academic needs. The present study investigates how fifteen Head Start teachers support three components of academic language during…
Descriptors: Academic Language, Preschool Education, Disadvantaged Youth, Syntax
