Associations between Classroom Language Composition, Teacher Social-Emotional Support, and Dual Language Learning Preschoolers' Social Behavior

Autor/in	Malloy, Caitlin
Titel	Associations between Classroom Language Composition, Teacher Social-Emotional Support, and Dual Language Learning Preschoolers' Social Behavior
Quelle	In: Early Education and Development, 30 (2019) 4, S.439-455 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Malloy, Caitlin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1570426
Schlagwörter	Correlation; Longitudinal Studies; Spanish Speaking; Prosocial Behavior; Behavior Problems; Second Language Learning; Preschool Children; Low Income; Disadvantaged Youth; Language of Instruction; Teacher Student Relationship; Peer Relationship; Classroom Environment; Preschool Teachers; English (Second Language); Native Language; Measures (Individuals); Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Niedriglohn; Benachteiligter Jugendlicher; Teaching language; Unterrichtssprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Klassenklima; Unterrichtsklima; Erzieher; Erzieherin; Kindergärtnerin; English as second language; English; Second Language; Englisch als Zweitsprache; Messdaten
Abstract	This secondary analysis explored longitudinal associations between the concentration of shared-language peers and the development of prosocial and problem behavior in dual language learning (DLL) preschoolers from low socioeconomic backgrounds. Mixed-effects regression models were used to analyze year-end outcomes of 212 Spanish-speaking students in 73 Head Start classrooms in which English was the only instructional language. Research Findings: Classroom concentration of Spanish speakers was not associated with Spanish-speaking DLLs' year-end prosocial behavior. For problem behavior, there was a disordinal interaction between teacher social-emotional support and classroom concentration. In classrooms with higher teacher social-emotional support, the proportion of Spanish-speaking classmates was positively associated with Spanish-speaking children's problem behaviors. In classrooms with lower teacher social-emotional support, the proportion of Spanish-speaking students per classroom was negatively associated with Spanish-speaking children's problem behaviors. Practice or Policy: Findings highlight the value of shared-language peers in particular classroom contexts and have implications for DLL students' preschool classroom placements. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01