Support for Extended Discourse in Teacher Talk With Linguistically Diverse Preschoolers

Jacoby, Jennifer Wallace; Lesaux, Nonie K.

doi:10.1080/10409289.2014.907695

Cited by 33 publications

(15 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, no follow-up was offered and the conversation ended after only one question. This finding is consistent with other research indicating that preschool teachers' use of extended discourse was infrequent (e.g., Dickinson, Darrow, & Tinubu, 2008;Jacoby & Lesaux, 2014). Professional development on content relevant to preschool science topics could help all teachers engage in more prolonged conversations.…”

Section: Discussionsupporting

confidence: 91%

Listening in: Spontaneous Teacher Talk on Playscapes

Kloos¹,

Maltbie²,

Brown³

et al. 2018

View full text Add to dashboard Cite

Nature-based playgrounds-known as playscapes-offer numerous opportunities for young children to learn about nature. In the current study, we focus on teacher talk on playscapes, namely to capture the spontaneous utterances teachers offer when engaging with young children during playscape visits. Two different playscapes were contrasted, both of which featured loose parts, native plants, and running water. The difference in playscape was whether it featured ecosystems: While the rural playscape had a natural forest and a wetland, the urban playscape had a man-made stream and a garden. Ten preschool teachers participated with their classrooms. They wore microphones during a series of field trips to playscapes. No specific training was provided, and teachers were told to interact with children as they naturally would. Teacher audio was transcribed and coded to capture science-relevant, science-neutral, science-diverting, and supervisory teacher talk. Findings were analyzed by playscape and number of visits. Results show a strong effect of playscape type: Spontaneously occurring science-relevant utterances were about twice as likely on the rural as the urban playscape, even by the same teacher. In contrast, the amount of supervisory utterances differed only by teacher, not playscape. Finally, science-diverting utterances were very rare, underscoring the opportunities for science learning that lie in playscapes. Our findings have important implications for how to design professional-development tool to support teachers in the delivery of early environmental education.

show abstract

Section: Discussionsupporting

confidence: 91%

Listening in: Spontaneous Teacher Talk on Playscapes

Kloos¹,

Maltbie²,

Brown³

et al. 2018

View full text Add to dashboard Cite

show abstract

“…Studies that have an explicit focus on describing the language environment of DLLs also find similar non-optimal results (Atkins-Burnett et al, 2011; Burchinal et al, 2012; Chesterfield, Chesterfield, & Chavez, 1982; Jacoby & Lesaux, 2014; Layzer & Maree, 2011; Sonnenschein et al, 2013). For instance, Sonnenschein and colleagues (2013) assessed 25 preschool classrooms that enrolled large numbers of Spanish-English DLLs using the language modeling scale of the CLASS.…”

Section: Children’s Language Experiences In Early Childhood Classroomsmentioning

confidence: 90%

Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse

Sawyer

Atkins‐Burnett

Sandilos

et al. 2017

Early Education and Development

View full text Add to dashboard Cite

Research Findings. This study aimed to (a) provide an in-depth description of the frequency and type of language interactions that children who are low-income and/or dual language learners (DLL) experience in their classrooms and (b) examine whether differenceFor instance, in a randomized control trial with 461 first grade s exist in children’s language experiences based on children’s DLL status and level of English proficiency. Using the Language Interaction Snapshot, we observed four focal children in each of 72 early childhood classrooms: one monolingual English-speaking child (i.e., non-DLL), one Spanish-dominant DLL child, and two bilingual Spanish-English DLL children. Findings indicate that both lead and assistant teachers predominantly spoke in English and implemented few evidence-based language practices. Children spoke more often to peers than to teachers. Little variation was noted in the quality of the language environment for children based on their DLL status or language proficiency. Practice. Results suggest clear directions for professional development (PD). PD must include both lead and assistant teachers and should focus on evidence-based language strategies for facilitating children’s language development, including how to effectively teach DLLs. Teachers may also benefit from PD that supports use of small group activity and peer strategies.

show abstract

“…In this study, Spanish was used 30% of the time, and then mostly for non-instructional mothering-type purposes, including comforting children or clarifying behavioral expectations (Jacoby & Lesaux, 2014). The teachers in this study also believed that their DLL students would quickly and naturally learn English solely by hearing and absorbing the language in a sponge-like fashion (Jacoby, 2014).…”

Section: Teacher Formal Qualifications and Competenciesmentioning

confidence: 98%

“…The importance of this knowledge base in early education settings is illustrated through a study of the literacy‐focused instructional practices of 139 Head Start teachers in Spanish‐speaking DLL classrooms. In this study, Spanish was used 30% of the time, and then mostly for non‐instructional mothering‐type purposes, including comforting children or clarifying behavioral expectations (Jacoby & Lesaux, ). The teachers in this study also believed that their DLL students would quickly and naturally learn English solely by hearing and absorbing the language in a sponge‐like fashion (Jacoby, ).…”

Section: On‐the‐ground Implementation Challengesmentioning

confidence: 99%

Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

Ackerman

Tazi

2015

ETS Research Report Series

View full text Add to dashboard Cite

pic@ets.orgCopies can be downloaded from:www.ets.org/research/picThe views expressed in this report are those of the author and do not necessarily reflect the views of the officers and trustees of Educational Testing Service. About ETSAt ETS, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and postsecondary education, and by conducting education research, analysis and policy studies. Founded as a nonprofit in 1947, ETS develops, administers and scores more than 50 million tests annually -including the TOEFL ® and TOEIC ® tests, the GRE ® tests and The Praxis Series ® assessments -in more than 180 countries, at over 9,000 locations worldwide. Policy Information Report and ETS Research Report Series ISSN 2330-8516 R E S E A R C H R E P O R T Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing ChallengesDebra J. Ackerman 1 & Zoila Tazi 2 1 Educational Testing Service, Princeton, NJ 2 Mercy College, Dobbs Ferry, NY Dual language learners, or DLLs, may have greater school readiness needs due to the key role English oral language skills play in the development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children's capacity to benefit from classroom instruction and interact with teachers and fellow students is dependent on their English language proficiency. This policy report examines key factors contributing to young Hispanic DLLs academically at-risk status, as well as the emerging research base on strategies for supporting the learning and development of DLLs in preschool and the early primary grades. Also addressed are the practical, on-the-ground implementation challenges to be addressed if early education programs are to incorporate these strategies.Keywords Dual language learners; preschool; early education doi:10.1002/ets2.12045 This report arises out of three independent, yet consequentially relevant U.S. policy contexts: a strong federal focus on enhancing the quality of early education programs, a rapidly growing population of Hispanic preschoolers, and the need for concrete, on-the-ground instructional strategies for improving the learning outcomes of preschool to Grade 3 students who are not yet proficient in English. Furthermore, the relevance of these contexts emerges when considering the goals of the federal Race to the Top-Early Learning Challenge (RTT-ELC) and the demographics of the 20 states that have been awarded close to $1 billion in funding since the initiative began in 2011. For example, RTT-ELC aims to improve highneed infant, toddler, and preschoolers' access to high-quality early learning and development programs as a means for enhancing their school readiness. To accomplish this goal, the initiative targets the coordinatio...

show abstract

Support for Extended Discourse in Teacher Talk With Linguistically Diverse Preschoolers

Cited by 33 publications

References 13 publications

Listening in: Spontaneous Teacher Talk on Playscapes

Listening in: Spontaneous Teacher Talk on Playscapes

Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse

Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

Contact Info

Product

Resources

About