Assessing Preschool English Learners' Receptive and Expressive Language Ability to Inform Instruction

Autor/inn/en	Kim, Ahyoung Alicia; Chapman, Mark; West, Gordon Blaine; Zheng, Bingjie; Cranley, M. Elizabeth
Titel	Assessing Preschool English Learners' Receptive and Expressive Language Ability to Inform Instruction
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 5, S.1857-1876 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (West, Gordon Blaine) ORCID (Zheng, Bingjie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1835804
Schlagwörter	Preschool Education; Preschool Teachers; English (Second Language); Cross Cultural Studies; Foreign Countries; Bilingualism; Formative Evaluation; Expressive Language; Second Language Learning; Language Proficiency; Teaching Methods; Second Language Instruction; Measures (Individuals); Correlation; Native Language; Parent Attitudes; Teacher Attitudes; Language Acquisition; Language Tests; Questionnaires; Spanish; Second Languages; Family Characteristics; Language Usage; Argentina; Chile; China; United States + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; English as second language; English; Second Language; Englisch als Zweitsprache; Cultural comparison; Kulturvergleich; Ausland; Bilingualismus; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Messdaten; Korrelation; Elternverhalten; Lehrerverhalten; Sprachaneignung; Spracherwerb; Language test; Sprachtest; Fragebogen; Spanisch; Second language; Zweitsprache; Sprachgebrauch; Argentinien; USA
Abstract	This study explores how preschool educators could assess dual language learners' (DLLs) English language abilities using formative instruments in school settings. It specifically examines (1) DLLs' receptive and expressive language proficiencies measured using the instruments and (2) educators' perceived usefulness of them for informing instruction. Participants were 139 preschool DLLs (M = 4;9) and 37 preschool educators from four countries (Argentina, Chile, China, and US). DLLs' families completed a questionnaire on the child's language background, indicating the child's home language and English abilities. Educators measured DLLs' English proficiency using adult-child co-play activities and language observations. Afterwards, educators completed a survey regarding the usefulness of these instruments. Findings show that DLLs' receptive English language ability was higher than and significantly correlated with their expressive ability in their home language and English. Also, parents' estimate of their children's English language ability was similar to that of educators. The correlation between DLLs' home language and English proficiencies was statistically significant, but low, indicating that the two languages do not necessarily develop together. Educators found the formative instruments helpful in understanding DLLs' language proficiency and believed that such an understanding could inform their instruction. Results provide implications for assessing DLLs' English language ability using age appropriate instruments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11