Patterns of Preschool Teachers' Use of Discourse Strategies with Individual Spanish-Speaking Dual Language Learners

Autor/in	Rojas, Natalia M.
Titel	Patterns of Preschool Teachers' Use of Discourse Strategies with Individual Spanish-Speaking Dual Language Learners
Quelle	In: Journal of Educational Psychology, 113 (2021) 3, S.446-461 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rojas, Natalia M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000481
Schlagwörter	Spanish Speaking; English Language Learners; Language Usage; Interpersonal Communication; Classroom Communication; Communication Skills; Socioeconomic Status; Age Differences; Expressive Language; Vocabulary; Teacher Education; Student Centered Learning; Preschool Children; Preschool Education; Language of Instruction; Learner Engagement; Family Characteristics; Student Characteristics; Teacher Characteristics; New York (New York); Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Sprachgebrauch; Interpersonale Kommunikation; Klassengespräch; Kommunikationsstil; Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied; Wortschatz; Lehrerausbildung; Lehrerbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching language; Unterrichtssprache
Abstract	Person-oriented approaches can be used to identify how teachers may draw upon a combination of strategies when interacting with individual children. For nearly 1 third of children under the age of 8 who come from a household where a language other than English is spoken, it is crucial to identify patterns of teachers' use of discourse strategies that are hypothesized as being particularly important in supporting their unique developmental strengths and needs. The current study used latent profile analysis to (a) describe patterns of child-level experiences of teachers' use of discourse strategies among a low-income sample of preschool Spanish-speaking dual language learners (DLLs), and (b) examine relations between these patterns, child language skills, family demographic factors, and teacher characteristics. Four classes were identified: (a) low-quality discourse practices (50%), (b) self-talk and simultaneous translation, with low-quality use of other discourse strategies (15%), (c) diverse range of strategies (7%); and (d) closed-ended, open-ended questions and one-on-one conversations (29%). These profiles demonstrated that children experience different patterns of discourse practices that vary across quality and the type of practices. When examining differences in profiles based on child, family, and teacher variables, results revealed that indicators of family SES, children's age, bilingual expressive vocabulary, and teachers' experiences of coursework (i.e., preservice) and professional development (i.e., in-service) were associated with patterns between profiles. These results have important implications for classroom instruction and policy. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01