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Oslo Early Education Study, study 2: Impact of a professional development intervention on the quality of caregiver–child interactions. ...
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Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts
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Abstract:
This study explored the interplay between early learning and development standards (ELDS) and emergent bilingual learners (EBLs) in PreK classrooms in Boston, Massachusetts. The study explored how preschool teachers and policy experts understand ELDS, and how teachers integrate ELDS with their practice generally, and specifically with regard to EBLs. To do so, it sought to understand the ways in which EBLs are positioned in Massachusetts’ ELDS; how ELDS are understood, perceived, and enacted in general education, sheltered English immersion (SEI), and dual language PreK classrooms; and how state and district level education policy experts perceive the relationships between Massachusetts language policy, ELDS, and the needs of young EBLs. The study contextualized ELDS within a sociocultural framework in order to provide an understanding of the role of standards in the early education of EBLs. Employing qualitative interviews and a review of ELDS documents, the study was situated within the context of the Massachusetts 2002 Question 2 legislation, which banned bilingual education and instead instituted SEI classrooms. The researcher found that Vygotsky and Rogoff’s sociocultural theories of learning were helpful in framing understandings of ELDS in their development and in practice. Using this lens allowed for depth in understanding the power dynamics in the development of ELDS, including reflecting on the dominant benchmarks considered in the writing of standards. As part of a systemic approach to educational equity, ELDS should be carefully reviewed within the context of a Eurocentric orientation in order to influence their nature. Using a sociocultural theoretical lens also allowed for depth in understanding ELDS implementation, including how children’s native languages and cultures are impacted by perceptions of EBL ability and achievement. The study offers suggestions including: reviewing and consolidating standards; changes to education and professional development (pre-service and in-service); policy changes in entry procedures for EBLs; more nuanced understandings of the inherent biases that undergird serving this population equitably; a heteroglossic view of dual language assessments; increasing workforce diversity; supporting paraprofessionals; improved communication with families; increased monitoring and feedback of ELDS; reconciling state and district early childhood work expectations; and an increased policy focus on EBLs.
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Keyword:
Bilingual; Early childhood education; Education; Education and state; Preschool; Preschool teachers; School management and organization
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URL: https://doi.org/10.7916/d8-79xf-sx22
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Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen
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In: Münster ; New York : Waxmann 2021, 196 S. - (Sprachliche Bildung; 7) (2021)
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Rhyming in the context of the phonological awareness of pre-school children ; Rima v kontekstu fonološke ozaveščenosti predšolskih otrok
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In: CEPS Journal 11 (2021) 1, S. 115-138 (2021)
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Förderung ab Geburt mit dem Programm "PAT - Mit Eltern Lernen": Effekte im ersten Kindergartenjahr ; Early support with the program "PAT - Mit Eltern Lernen": effects in the first year of Kindergarten
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021)
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Preschool and Kindergarten Predictors of 6th Grade Reading Comprehension in Monolingual English and Spanish-English Bilingual Children ...
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Addendum to osf.io/4sfnu: Preschool and Kindergarten Predictors of 6th Grade Reading Comprehension in Monolingual English and Spanish-English Bilingual Children ...
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L’adquisició i el desenvolupament del procés lectoescriptor inicial en una classe d’educació infantil: anàlisi del coneixement de les lletres, la correspondència so-grafia i la consciència fonològica
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In: Mestre/a d'Educació Infantil + Mestre/a d'Educació Primària (2021)
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Multilinguism and Acquisition of Early Numeracy Skills in Preschool-Aged Children
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021)
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Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern
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In: Valtin, Renate [Hrsg.]; Naegele, Ingrid [Hrsg.]: "Schreiben ist wichtig!". Grundlagen und Beispiele für kommunikatives Schreiben(lernen). 4. Auflage. Frankfurt a.M. : Arbeitskreis Grundschule e.V. 1994, S. 23-53. - (Beiträge zur Reform der Grundschule; 67/68) (2020)
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Kategoriensystem zur Kodierung der interaktiven Einbettung sprachlicher Beiträge von Kindern in schulischen und vorschulischen Sprachförderaktivitäten
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 121-140 (2020)
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Wirkzusammenhänge zwischen phonologischen Vorläuferfertigkeiten, emotionaler Kompetenz und Leseleistung. Empirische Befunde aus dem Projekt TRIO mit Kindern im Alter von 5 bis 7 Jahren
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In: 2020, 89 S. - (Masterarbeit, Universität Kassel, 2020) (2020)
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L’assemblea a l'aula d'educació infantil. Una proposta per fomentar la competència comunicativa a una aula plurilingüe
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Teacher Interactions, Teacher Bias and Child Behavioral Health
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In: Doctoral Dissertations (2020)
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
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In: Early child development and care 189 (2019) 2, S. 339-351 (2019)
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Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern
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In: Frühe Bildung 8 (2019) 4, S. 181-186 (2019)
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Differences in counting skills between Chinese and German children are accompanied by differences in processing of approximate numerical magnitude information
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In: Frontiers in psychology 9 (2019), 8 S. (2019)
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An Examination of the Roles of Classroom Quality and Approaches to Learning on the Early Academic Skills of Latino Dual Language Learners Enrolled in Head Start
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In: Graduate Theses and Dissertations (2019)
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The Relationship Between Parental Play Behaviors and Language Outcomes in Preschool-Age Children At-Risk for Later-School Readiness: A Correlational Analysis
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2019)
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The Effects of a Behavioral Momentum Blending Intervention on the Accuracy of Textual and Spelling Responses Emitted by Preschool Students with Blending Difficulties
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