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Sanders-Smith, Stephanie C.; Dávila, Liv T. – Bilingual Research Journal, 2019
As an officially trilingual special administrative region of China and an economic powerhouse in Asia, Hong Kong has invested heavily in dual language schools that emphasize learning English alongside of Cantonese or Mandarin at all levels of education. Little research has explored how learning and language use takes shape within these schools,…
Descriptors: Multilingualism, Bilingual Education Programs, English (Second Language), Second Language Learning
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Garrity, Sarah M.; Aquino-Sterling, Cristian R.; Salcedo-Potter, Nina – Bilingual Research Journal, 2019
This study employed survey methodology to examine the beliefs of Head Start educators about bilingualism, dual language development, and bilingual education and explored relationships between demographic variables and beliefs. Participants came from two large cities in California, a state that until very recently had a restrictive language policy…
Descriptors: Early Intervention, Preschool Teachers, Bilingualism, Bilingual Education
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Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene – Bilingual Research Journal, 2016
The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool…
Descriptors: Preschool Teachers, Culturally Relevant Education, Educational Practices, Bilingual Students
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Valdez, Verónica E. – Bilingual Research Journal, 2014
Grounded in new language policy studies (McCarty, Collins, & Hopson, 2011), this qualitative study examines two bilingual Latina preschool teachers' language views, experiences, skills, and goals in a Texas/Mexico border community to determine how these factors mediate their choice to use Spanish/English in their instructional practices with…
Descriptors: Preschool Teachers, Educational Experience, English (Second Language), Second Language Learning
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Duran, Lillian; Roseth, Cary; Hoffman, Patricia; Robertshaw, M. Brooke – Bilingual Research Journal, 2013
The present article reports third-year findings from a three-year longitudinal, experimental-control study involving 31 Spanish-speaking preschoolers (aged 38-48 months) randomly assigned to two Head Start classrooms. In Year 1 preschoolers were randomly assigned to a transitional bilingual education (TBE) or predominantly English classroom, and…
Descriptors: Bilingual Education, Expressive Language, Speech Communication, Emergent Literacy
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Gort, Mileidis; Pontier, Ryan W.; Sembiante, Sabrina F. – Bilingual Research Journal, 2012
This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (Krashen, 1985) and language output (Swain, 1985), along with a reciprocal interaction model of teaching (Cummins, 2000), guided our…
Descriptors: Inferences, English (Second Language), Video Technology, Preschool Teachers
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Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Taylor, Aaron B.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda – Bilingual Research Journal, 2012
Shared book reading is a prominent practice in preschools; however, limited research has examined this practice in classrooms with English language learners (ELLs). This study investigated the shared book reading practices of seven preschool teachers of Spanish-speaking ELLs to describe their vocabulary instructional practices before and after…
Descriptors: Curriculum Implementation, Cues, Reading Aloud to Others, Vocabulary
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Soltero-Gonzalez, Lucinda – Bilingual Research Journal, 2008
This qualitative case study examines the literacy practices of an emerging bilingual child in a preschool classroom comprised mostly of recent Mexican immigrant students. It describes how political pressures after the passage of Proposition 203 in Arizona alter the language of instruction in the classroom, even when preschools do not have to…
Descriptors: Video Technology, Language of Instruction, Immigrants, Bilingualism