How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs' Vocabulary
Research Findings: We examined the amount of preschool lead/assistant teachers' English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners' (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Meas...
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| Veröffentlicht in: | Early education and development 2023-02, Vol.34 (2), p.506-529 |
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| creator | Sembiante, Sabrina F. Yeomans-Maldonado, Gloria Johanson, Megan Justice, Laura |
| description | Research Findings: We examined the amount of preschool lead/assistant teachers' English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners' (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children's conceptual English/Spanish bilingual receptive and expressive vocabulary, (b) classroom quality via systematic observation, (c) video coding of the amount of utterances of teacher Spanish use in classrooms, and (d) a set of child- and teacher-level covariates. Results showed that Spanish was used much less than English by both teachers and DLLs. DLLs spoke more Spanish than teachers and directed most Spanish to peers. For high levels of Emotional Support, teachers' Spanish use was significantly negatively associated with English/Spanish bilingual expressive and receptive vocabulary. For low levels of Emotional Support and high levels of Instructional Support, higher amounts of teachers' Spanish use were significantly positively associated with higher levels of children's English/Spanish bilingual expressive and receptive vocabulary. Practice or Policy: Emotionally-supportive practices may enable monolingual teachers to facilitate their DLLs' learning through creating
relationships that may counteract strain from language barriers. Spanish instruction provides a
supportive effect for DLLs and may contribute to closing English language and
literacy disparities between DLLs and English-speaking peers. |
| doi_str_mv | 10.1080/10409289.2022.2039872 |
| format | Article |
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relationships that may counteract strain from language barriers. Spanish instruction provides a
supportive effect for DLLs and may contribute to closing English language and
literacy disparities between DLLs and English-speaking peers.</description><identifier>ISSN: 1040-9289</identifier><identifier>EISSN: 1556-6935</identifier><identifier>DOI: 10.1080/10409289.2022.2039872</identifier><language>eng</language><publisher>Philadelphia: Routledge</publisher><subject>Bilingual education ; Bilingual Teachers ; Bilingualism ; Children ; Class Activities ; Classroom Communication ; Classroom Environment ; Classroom observation ; Classroom Techniques ; Classrooms ; Coding ; Educational Quality ; Emotional support ; Emotions ; English (Second Language) ; English as a second language ; English language ; Expressive Language ; Federal Programs ; Foreign language instruction ; Head Start project ; Language Usage ; Learning Processes ; Low Income Students ; Metropolitan Areas ; Monolingualism ; Native language acquisition ; Observation ; Outcomes of Education ; Peers ; Preschool children ; Preschool Education ; Preschool Teachers ; Receptive Language ; Second Language Instruction ; Second Language Learning ; Spanish ; Spanish language ; Teacher Aides ; Teacher Characteristics ; Teacher Student Relationship ; Teachers ; Teaching ; Video Technology ; Vocabulary ; Vocabulary Development</subject><ispartof>Early education and development, 2023-02, Vol.34 (2), p.506-529</ispartof><rights>2022 Taylor & Francis Group, LLC 2022</rights><rights>2022 Taylor & Francis Group, LLC</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c430t-c4830132fd065b6a496097646b7560d73e5497fde669e7d3d9e933c1728c4d7f3</citedby><cites>FETCH-LOGICAL-c430t-c4830132fd065b6a496097646b7560d73e5497fde669e7d3d9e933c1728c4d7f3</cites><orcidid>0000-0002-9948-5268</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27922,27923,33772</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1376811$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Sembiante, Sabrina F.</creatorcontrib><creatorcontrib>Yeomans-Maldonado, Gloria</creatorcontrib><creatorcontrib>Johanson, Megan</creatorcontrib><creatorcontrib>Justice, Laura</creatorcontrib><title>How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs' Vocabulary</title><title>Early education and development</title><description>Research Findings: We examined the amount of preschool lead/assistant teachers' English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners' (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children's conceptual English/Spanish bilingual receptive and expressive vocabulary, (b) classroom quality via systematic observation, (c) video coding of the amount of utterances of teacher Spanish use in classrooms, and (d) a set of child- and teacher-level covariates. Results showed that Spanish was used much less than English by both teachers and DLLs. DLLs spoke more Spanish than teachers and directed most Spanish to peers. For high levels of Emotional Support, teachers' Spanish use was significantly negatively associated with English/Spanish bilingual expressive and receptive vocabulary. For low levels of Emotional Support and high levels of Instructional Support, higher amounts of teachers' Spanish use were significantly positively associated with higher levels of children's English/Spanish bilingual expressive and receptive vocabulary. Practice or Policy: Emotionally-supportive practices may enable monolingual teachers to facilitate their DLLs' learning through creating
relationships that may counteract strain from language barriers. Spanish instruction provides a
supportive effect for DLLs and may contribute to closing English language and
literacy disparities between DLLs and English-speaking peers.</description><subject>Bilingual education</subject><subject>Bilingual Teachers</subject><subject>Bilingualism</subject><subject>Children</subject><subject>Class Activities</subject><subject>Classroom Communication</subject><subject>Classroom Environment</subject><subject>Classroom observation</subject><subject>Classroom Techniques</subject><subject>Classrooms</subject><subject>Coding</subject><subject>Educational Quality</subject><subject>Emotional support</subject><subject>Emotions</subject><subject>English (Second Language)</subject><subject>English as a second language</subject><subject>English language</subject><subject>Expressive Language</subject><subject>Federal Programs</subject><subject>Foreign language instruction</subject><subject>Head Start project</subject><subject>Language Usage</subject><subject>Learning Processes</subject><subject>Low Income Students</subject><subject>Metropolitan Areas</subject><subject>Monolingualism</subject><subject>Native language acquisition</subject><subject>Observation</subject><subject>Outcomes of Education</subject><subject>Peers</subject><subject>Preschool children</subject><subject>Preschool Education</subject><subject>Preschool Teachers</subject><subject>Receptive Language</subject><subject>Second Language Instruction</subject><subject>Second Language Learning</subject><subject>Spanish</subject><subject>Spanish language</subject><subject>Teacher Aides</subject><subject>Teacher Characteristics</subject><subject>Teacher Student Relationship</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Video Technology</subject><subject>Vocabulary</subject><subject>Vocabulary Development</subject><issn>1040-9289</issn><issn>1556-6935</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>BHHNA</sourceid><recordid>eNp9kF1LwzAUhosoOKc_YRDwwqtt-WiT5s4xp1MKItu8DVma2o6uqUnK2L83o9NLb845cN7nfLxRNEJwgmAKpwjGkOOUTzDEOATCU4YvogFKEjqmnCSXoQ6a8Ul0Hd04t4MwEIQPIrs0B-BLDWZ70zUemAKstVSltmDVyqZyJdg4DarGayuVd-BQ-RLMa-mcNWYPPjpZV_4IvAGrrm2N9WDRfNWBm_7yT1nmHsCnUXLb1dIeb6OrQtZO353zMNo8L9bz5Th7f3mdz7Kxign0IaYEIoKLHNJkS2XMKeSMxnTLEgpzRnQSc1bkmlKuWU5yrjkhCjGcqjhnBRlG9_3c1prvTjsvdqazTVgpcJjDWBwzHFRJr1LWhJ90IVpb7cOZAkFxslf82itO9oqzvYEb9Zy2lfpjFm-IMJoiFPqPfb9qCmP38mBsnQsvj7WxhZWNqpwg_6_4AaQcikM</recordid><startdate>20230217</startdate><enddate>20230217</enddate><creator>Sembiante, Sabrina F.</creator><creator>Yeomans-Maldonado, Gloria</creator><creator>Johanson, Megan</creator><creator>Justice, Laura</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope><scope>7U3</scope><scope>BHHNA</scope><orcidid>https://orcid.org/0000-0002-9948-5268</orcidid></search><sort><creationdate>20230217</creationdate><title>How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs' Vocabulary</title><author>Sembiante, Sabrina F. ; Yeomans-Maldonado, Gloria ; Johanson, Megan ; Justice, Laura</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c430t-c4830132fd065b6a496097646b7560d73e5497fde669e7d3d9e933c1728c4d7f3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Bilingual education</topic><topic>Bilingual Teachers</topic><topic>Bilingualism</topic><topic>Children</topic><topic>Class Activities</topic><topic>Classroom Communication</topic><topic>Classroom Environment</topic><topic>Classroom observation</topic><topic>Classroom Techniques</topic><topic>Classrooms</topic><topic>Coding</topic><topic>Educational Quality</topic><topic>Emotional support</topic><topic>Emotions</topic><topic>English (Second Language)</topic><topic>English as a second language</topic><topic>English language</topic><topic>Expressive Language</topic><topic>Federal Programs</topic><topic>Foreign language instruction</topic><topic>Head Start project</topic><topic>Language Usage</topic><topic>Learning Processes</topic><topic>Low Income Students</topic><topic>Metropolitan Areas</topic><topic>Monolingualism</topic><topic>Native language acquisition</topic><topic>Observation</topic><topic>Outcomes of Education</topic><topic>Peers</topic><topic>Preschool children</topic><topic>Preschool Education</topic><topic>Preschool Teachers</topic><topic>Receptive Language</topic><topic>Second Language Instruction</topic><topic>Second Language Learning</topic><topic>Spanish</topic><topic>Spanish language</topic><topic>Teacher Aides</topic><topic>Teacher Characteristics</topic><topic>Teacher Student Relationship</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Video Technology</topic><topic>Vocabulary</topic><topic>Vocabulary Development</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sembiante, Sabrina F.</creatorcontrib><creatorcontrib>Yeomans-Maldonado, Gloria</creatorcontrib><creatorcontrib>Johanson, Megan</creatorcontrib><creatorcontrib>Justice, Laura</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Social Services Abstracts</collection><collection>Sociological Abstracts</collection><jtitle>Early education and development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sembiante, Sabrina F.</au><au>Yeomans-Maldonado, Gloria</au><au>Johanson, Megan</au><au>Justice, Laura</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1376811</ericid><atitle>How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs' Vocabulary</atitle><jtitle>Early education and development</jtitle><date>2023-02-17</date><risdate>2023</risdate><volume>34</volume><issue>2</issue><spage>506</spage><epage>529</epage><pages>506-529</pages><issn>1040-9289</issn><eissn>1556-6935</eissn><abstract>Research Findings: We examined the amount of preschool lead/assistant teachers' English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners' (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children's conceptual English/Spanish bilingual receptive and expressive vocabulary, (b) classroom quality via systematic observation, (c) video coding of the amount of utterances of teacher Spanish use in classrooms, and (d) a set of child- and teacher-level covariates. Results showed that Spanish was used much less than English by both teachers and DLLs. DLLs spoke more Spanish than teachers and directed most Spanish to peers. For high levels of Emotional Support, teachers' Spanish use was significantly negatively associated with English/Spanish bilingual expressive and receptive vocabulary. For low levels of Emotional Support and high levels of Instructional Support, higher amounts of teachers' Spanish use were significantly positively associated with higher levels of children's English/Spanish bilingual expressive and receptive vocabulary. Practice or Policy: Emotionally-supportive practices may enable monolingual teachers to facilitate their DLLs' learning through creating
relationships that may counteract strain from language barriers. Spanish instruction provides a
supportive effect for DLLs and may contribute to closing English language and
literacy disparities between DLLs and English-speaking peers.</abstract><cop>Philadelphia</cop><pub>Routledge</pub><doi>10.1080/10409289.2022.2039872</doi><tpages>24</tpages><orcidid>https://orcid.org/0000-0002-9948-5268</orcidid></addata></record> |
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| source | Sociological Abstracts; EBSCOhost Education Source |
| subjects | Bilingual education Bilingual Teachers Bilingualism Children Class Activities Classroom Communication Classroom Environment Classroom observation Classroom Techniques Classrooms Coding Educational Quality Emotional support Emotions English (Second Language) English as a second language English language Expressive Language Federal Programs Foreign language instruction Head Start project Language Usage Learning Processes Low Income Students Metropolitan Areas Monolingualism Native language acquisition Observation Outcomes of Education Peers Preschool children Preschool Education Preschool Teachers Receptive Language Second Language Instruction Second Language Learning Spanish Spanish language Teacher Aides Teacher Characteristics Teacher Student Relationship Teachers Teaching Video Technology Vocabulary Vocabulary Development |
| title | How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs' Vocabulary |
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