Preparing young dual language learners for school success: early childhood teacher beliefs regarding school readiness

The present study examined the relations between teacher-child interactions, teachers’ Spanish use, classroom linguistic composition, and the school readiness skills of low-income, Latinx, Spanish-speaking dual language learners (DLLs), controlling for home and teacher background characteristics, with a national probability sample of Head Start children (i.e., from the Family and Child Experiences Survey [FACES, 2009]). Findings revealed that Head Start classrooms with higher concentrations of DLLs had teachers who reported lower average levels of children’s cooperative behavior. In addition, DLL students in classrooms where teachers used more Spanish for instruction and demonstrated more emotionally supportive teacher-child interactions were found to have higher average scores on measures of approaches to learning. Implications and directions for future research related to classroom language contexts are discussed.

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Supporting dual language learners in Head Start: teacher beliefs about teaching priorities and strategies to facilitate English language acquisition

Journal of Early Childhood Teacher Education ◽

10.1080/10901027.2018.1529006 ◽

2019 ◽

Vol 40 (2) ◽

pp. 120-137 ◽

Cited By ~ 1

Author(s):

Jennifer W. Jacoby ◽

Nonie K. Lesaux

Keyword(s):

Language Acquisition ◽

Head Start ◽

Teacher Beliefs ◽

Language Learners ◽

Dual Language ◽

English Language ◽

Dual Language Learners ◽

English Language Acquisition ◽

Beliefs About Teaching ◽

Head Start Teacher

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Designing and Implementing Inclusive STEM Activities for Early Childhood

K-12 STEM Education ◽

10.4018/978-1-5225-3832-5.ch040 ◽

2018 ◽

pp. 839-866 ◽

Cited By ~ 1

Author(s):

Mary M. Donegan-Ritter ◽

Betty Zan

Keyword(s):

Early Childhood ◽

Special Needs ◽

Language Learners ◽

Dual Language ◽

Universal Design For Learning ◽

Dual Language Learners ◽

Stem Learning ◽

Learning Centers ◽

High Quality ◽

Design For Learning

This chapter provides a rationale for high quality STEM experiences in inclusive early childhood (EC) classrooms, describes what high quality STEM experiences are and why they can be an ideal context for supporting the development of young children with special needs and dual language learners. The authors offer recommendations concerning how to plan and implement STEM learning centers to support the meaningful participation of all children using a tiered perspective that includes the framework of Universal Design for Learning. Ideas and resources for how teachers can plan STEM learning centers, integrate literacy and arts, and interact in ways to support the engagement of all children, especially those with special needs and dual language learners are shared. These strategies are recognized as best practices, and adhere to position statements endorsed by NAEYC and the recommended practices developed by the Division for Early Childhood of the Council for Exceptional Children (DEC, 2014).

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