Relative Effects of a Comprehensive Versus Reduced Training for Head Start Teachers Who Serve Spanish-Speaking English Learners

Solari, Emily J.; Zucker, Tricia A.; Landry, Susan H.; Williams, Jeffrey M.

doi:10.1080/10409289.2016.1158610

Cited by 7 publications

(3 citation statements)

References 38 publications

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“…Additionally, our findings highlight the compensatory role of language and literacy rich MSHS classrooms for children with limited language and literacy resources at home. It is important to promote teachers' engagement in classroom language and literacy activities via professional training (Solari et al, 2016). Notably, even though classroom is a primary context for English exposure, classroom language and literacy activities did not show a significant effect on children's English emergent literacy skills.…”

Section: Practical Implicationsmentioning

confidence: 97%

“…To date, few studies have examined teachers' language and literacy practices in MSHS classrooms in relation to children's developmental outcomes. One intervention study found that training teachers to use high-quality instructions (e.g., building children's vocabulary, engaging children in book-reading, and implementing classroom activities in a playful and effective way) during classroom language and literacy activities promoted MSHS children's emergent literacy growth in English and Spanish (Solari et al, 2016).…”

Section: Classroom Language and Literacy Activities And Children's Em...mentioning

confidence: 99%

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The unique and compensatory effects of home and classroom learning activities on Migrant and Seasonal Head Start children’s Spanish and English emergent literacy skills

Luo

Song

2022

Front. Psychol.

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Children of migrant and seasonal farmworkers (MSFW) are among the most underprivileged, underserved groups in the United States. The current study examined how home and classroom language and literacy experiences uniquely and interactively contributed to MSFW children’s emergent literacy skills in English and Spanish. Participants were 255 Spanish-English dual language learning children (Mage = 49 mon; 98.3% Latino/Hispanic) and their parents and 47 teachers, drawn from the Migrant and Seasonal Head Start (MSHS) Study. Parents reported how often the target children engaged in language and literacy activities (i.e., teaching letters, words, or numbers, book-reading, singing, and storytelling) with their family members. Teachers reported how often the target children engaged in classroom language and literacy activities (e.g., book-reading, learning letters, retelling stories, etc.). Children’s emergent literacy skills in English and Spanish were assessed by standard tests. After controlling for demographic variables, home and classroom language and literacy activities uniquely predicted children’s emergent literacy skills in Spanish, but not in English. Additionally, home and classroom activities compensated one another in supporting children’s English and Spanish emergent literacy development. That is, language and literacy activities in one context showed a stronger effect for children who experienced less frequent activities in the other context. Together, these findings shed light on ways to support MSFW children’s emergent literacy skills and reveal the importance of integrating and connecting home and school learning experiences.

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Section: Practical Implicationsmentioning

confidence: 97%

Section: Classroom Language and Literacy Activities And Children's Em...mentioning

confidence: 99%

The unique and compensatory effects of home and classroom learning activities on Migrant and Seasonal Head Start children’s Spanish and English emergent literacy skills

Luo

Song

2022

Front. Psychol.

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“…It is important to examine the diverse linguistic backgrounds and language practices of the teachers that DLLs are exposed to in early childhood classrooms. Past research on teachers and early childhood settings has focused on monolingual English-speaking [ 9 ] and Spanish-speaking preschoolers [ 10 , 11 , 12 , 13 ]. One study compared preschoolers’ language outcomes in transitional Spanish–English bilingual programs (where teachers initially used a higher proportion of Spanish for instruction, gradually transitioned to a mix of Spanish and English, and eventually transitioned to a higher proportion of English) with those in monolingual English-speaking Head Start programs.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Language Use in Multilingual Head Start Classrooms: Implications for Dual Language Learners

et al. 2022

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Dual language learners (DLLs) are sensitive to teachers’ language influence in early childhood classrooms. In this mixed methods study incorporating 53 teachers from 28 preschools in Northern California, we investigated the characteristics of teachers’ language use in preschools teaching Chinese–English and Spanish–English DLLs. We further examined the links of teachers’ language use to the DLLs’ expressive vocabulary in English and their heritage language (HL), controlling for home language exposure and other confounding variables. Finally, we conducted interviews with teachers to understand how they make meaning of their daily language practices. The sample of children consisted of 190 Chinese–English (N = 125) and Spanish–English (N = 65) DLLs (mean age = 48.3 months; 48% females). The teacher survey showed that most teachers spoke two or more languages and used a mix of English and their HL during their interactions with DLLs. The results of random-intercept models showed that teachers’ language use did not uniquely predict children’s vocabulary, controlling for family-level factors. However, the teachers with more years of teaching DLLs oversaw children with a higher HL vocabulary. The interview data revealed that teachers employ several strategies to communicate with DLLs and support HL maintenance. Our study reveals the multilingual backgrounds of preschool teachers and the rich language strategies they implement in multilingual classrooms. Future directions concerning the quality and development of teachers’ language use are discussed.

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Inequities in Coaching Interventions: A Systematic Review of Who Receives and Provides Coaching Within Early Care and Education

Lang

Tebben

Odean

et al. 2023

Child Youth Care Forum

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Relative Effects of a Comprehensive Versus Reduced Training for Head Start Teachers Who Serve Spanish-Speaking English Learners

Cited by 7 publications

References 38 publications

The unique and compensatory effects of home and classroom learning activities on Migrant and Seasonal Head Start children’s Spanish and English emergent literacy skills

The unique and compensatory effects of home and classroom learning activities on Migrant and Seasonal Head Start children’s Spanish and English emergent literacy skills

Teachers’ Language Use in Multilingual Head Start Classrooms: Implications for Dual Language Learners

Inequities in Coaching Interventions: A Systematic Review of Who Receives and Provides Coaching Within Early Care and Education

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