Promoting Language and Literacy in Young Dual Language Learners: Research, Practice, and Policy

2011 ◽  
Vol 5 (1) ◽  
pp. 15-21 ◽  
Author(s):  
Dina C. Castro ◽  
Mariela M. Páez ◽  
David K. Dickinson ◽  
Ellen Frede
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Dual Language Learners ◽  
Research Practice ◽  
Language And Literacy

Beyond the written word: The role of text on preschool teachers’ book sharing styles

2021 ◽  
pp. 146879842098516
Author(s):  
Adina R Schick ◽  
Lauren Scarola ◽  
Silvia Niño ◽  
Gigliana Melzi
Keyword(s):  
Language Learners ◽  
Picture Books ◽  
Dual Language ◽  
Preschool Teachers ◽  
Literacy Skill ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Skill Development ◽  
Wordless Picture Books ◽  
Book Sharing

Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners

2021 ◽  
Vol 57 ◽  
pp. 27-39
Author(s):  
J. Marc Goodrich ◽  
Christopher J. Lonigan ◽  
Beth M. Phillips ◽  
JoAnn M. Farver ◽  
Kimberly D. Wilson
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Home Language ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Environment ◽  
Vocabulary Growth

scholarly journals The language and literacy development of young dual language learners: A critical review

2014 ◽  
Vol 29 (4) ◽  
pp. 715-733 ◽  
Author(s):  
Carol Scheffner Hammer ◽  
Erika Hoff ◽  
Yuuko Uchikoshi ◽  
Cristina Gillanders ◽  
Dina C. Castro ◽  
...  
Keyword(s):  
Language Learners ◽  
Critical Review ◽  
Literacy Development ◽  
Dual Language ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Language And Literacy Development

scholarly journals The Connection between Drama, Language, and Cognition in Preschool Dual Language Learners (DLLs)

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Lama K. Farran ◽  
Diana Mindrila
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Literacy Practices ◽  
Home Language ◽  
Dual Language Learners ◽  
Latino Children ◽  
Language And Literacy ◽  
Recommendations For Practice ◽  
Language And Cognition ◽  
Children's Behaviors

This study examined the connection between drama, language, and cognition in 61 preschool Latino children. Parents and teachers completed surveys and observations of children’s behaviors. Results showed that parent home language and literacy practices and beliefs about drama integration were related to children’s cognition. Recommendations for practice are presented. 

scholarly journals Language and Literacy Together: Supporting Grammatical Development in Dual Language Learners With Risk for Language and Learning Difficulties

2020 ◽  
Vol 51 (2) ◽  
pp. 282-297 ◽  
Author(s):  
Lisa M. Bedore ◽  
Elizabeth D. Peña ◽  
Christine Fiestas ◽  
Mirza J. Lugo-Neris
Keyword(s):  
Language Learners ◽  
Oral Language ◽  
Dual Language ◽  
Reading Difficulties ◽  
Intervention Group ◽  
First Grade ◽  
Dual Language Learners ◽  
Early Interventions ◽  
Language And Literacy ◽  
Mean Length Of Utterance

Purpose Early Interventions in Reading (Vaughn et al., 2006), the only literacy intervention with demonstrated effectiveness for U.S. dual language learners, was enhanced to support the development of oral language (vocabulary, grammar, and narrative) and literacy, which we refer to as “Language and Literacy Together.” The primary focus of this study is to understand the extent to which grammatical skills of bilinguals with risk for language and/or reading difficulties improve in the Language and Literacy Together intervention. Method Fifteen first-grade dual language learners with risk for language and/or reading difficulties participated in an enhanced version of Early Interventions in Reading in Spanish. Children completed pre- and postintervention evaluations in Spanish and English, including grammatical testing from the Bilingual English Spanish Oral Screener (Peña et al., 2008) and narrative evaluation Test of Narrative Language story prompts (Gillam & Pearson, 2004; Gillam et al., n.d.). Data from six comparison participants with typical language skills who completed pre- and posttesting demonstrate the stability of the measures. Results The intervention group made gains in English and Spanish as evidenced by significant increases in their cloze and sentence repetition accuracy on the Bilingual English Spanish Oral Screener Morphosyntax subtest. They increased productivity on their narratives in Spanish and English as indexed by mean length of utterance in words but did not make gains in their overall grammaticality. Conclusions Structured intervention that includes an emphasis on grammatical elements in the context of a broader intervention can lead to change in the production of morphosyntax evident in both elicited constructions and narrative productivity as measured by mean length of utterance in words. Additional work is needed to determine if and how cross-linguistic transfer might be achieved for these learners.

scholarly journals Preschool teachers’ language and literacy practices with dual language learners

2016 ◽  
Vol 39 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Brook E. Sawyer ◽  
Carol Scheffner Hammer ◽  
Lauren M. Cycyk ◽  
Lisa López ◽  
Clancy Blair ◽  
...  
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Literacy Practices ◽  
Preschool Teachers ◽  
Dual Language Learners ◽  
Language And Literacy
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