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The Culture Beyond the Content: Does an “Overcoming Testimony” Empower Effective Urban Mathematics Teachers to Reach their Students?
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Rethinking analogical reasoning: The power of stimuli and task framework in understanding biomedical science, technological advancements, and social interactions
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| 4 |
From Academic English to School Discourses: Reconceptualizing Academic Language
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| 5 |
The Association Between Parental Executive Function and Children’s Language Skills at 18 Months
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| 6 |
Invisible Identities: The Selective Racialization of Iranian Students
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| 7 |
THE EXPERIENCES OF KOREAN IMMIGRANT PARENTS OF CHILDREN WITH SPECIAL NEEDS IN THE AMERICAN SPECIAL EDUCATION SYSTEM
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| 8 |
De Facto Bilingual Education: The Role of Home Language Support in the Academic Achievement of Dual Language Learners
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| 9 |
AN EVALUATION OF YOUTH MENTAL HEALTH FIRST AID TRAINING FOR AMERICORPS CLASSROOM EDUCATORS
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| 10 |
CROSS-LINGUISTIC DIFFERENCES IN THE LEARNING OF INFLECTIONAL MORPHOLOGY: EFFECTS OF TARGET LANGUAGE PARADIGM COMPLEXITY
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| 11 |
How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers
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Abstract:
This multi-case study uses an ecological theory of language learning (van Lier, 2004) as a lens to examine the teaching practices of four highly-effective teachers of young Dual language learners (DLLs). Young DLLs are children who are learning two languages, simultaneously developing their primary language and acquiring a new language. Analysis of over 150 hours of classroom observations, teacher interviews, and classroom artifacts illustrate how teachers skillfully drew upon a repertoire of instructional practices during both planned and spontaneous teaching moments to intentionally target the language and literacy development of young DLLs. High-quality instruction linked to positive language and literacy outcomes for pre-k children likely provides a foundation for effective teaching practice for young DLLs. However, high-quality instruction must be enhanced to meet the linguistic and academic needs of children acquiring English as an additional language. Findings include the detailed and descriptive analysis of the enhanced set of practices and corresponding micro-practices teachers used with-in and across their pre-k contexts to support their young DLLs’ language and literacy development. Additional analysis of teachers’ reflection of their practice, offers insight into how teachers perceived their work with young DLLs and elucidates particular experiences that teachers believed helped to shape their current teaching practice. Implications and suggestions for teacher education, classroom practice, and research on developmentally appropriate practice (NAEYC, 2019) are discussed.
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Keyword:
Dual language learners; Early childhood education; Early literacy; Education; English as a second language; language education; Pre-k
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URL: https://doi.org/10.13016/2zgj-bgg1
http://hdl.handle.net/1903/26081
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| 12 |
"We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching
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| 13 |
Bilingual in a Monolingual District: Stakeholder Perspectives on Equitable Access to Dual Language Programs
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| 14 |
I Think I Can, I Think I Can: Exploring Predictors of College Student Resilience & Hope
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| 15 |
Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports
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| 16 |
AN ANALYSIS OF CODE SWITCHING EVENTS IN TYPICALLY DEVELOPING SPANISH-ENGLISH BILINGUAL CHILDREN
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| 17 |
EFFECTS OF DIFFERENT TYPES OF AUDITORY INPUT ON INCIDENTAL VOCABULARY LEARNING BY L2 JAPANESE SPEAKERS
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| 18 |
Exploring the Use of Cognitive Apprenticeship for Teachers and Students in Science Classrooms
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| 19 |
CULTURAL RESPONSIVENESS IN THE CONTEXT OF A LARGE URBAN SCHOOL DISTRICT: AN ANALYSIS OF MATH & ELA TEACHER PERCEPTIONS OF CULTURALLY RESPONSIVE PRACTICES IN TEACHING LATINA/O ELLs
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| 20 |
Environmental Advocacy Messages: Relationships Between the Messages that Constituents Send to Decision Makers and Organizational Engagement
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