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ERIC Number: EJ1203548
Record Type: Journal
Publication Date: 2019-Jan-15
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-3301
Playing, Talking, Co-Constructing: Exemplary Teaching for Young Dual Language Learners across Program Types
Baker, Megina
Early Childhood Education Journal, v47 n1 p115-130 Jan 2019
An increase in the Dual Language Learner (DLL) population has led to a critical need for early childhood educators to understand how to best serve DLL children and their families. This article describes a qualitative multiple-case study that investigated specific teaching practices for DLLs in six community-nominated exemplary preschool classrooms across three program types (Head Start, public Pre-K, and private university-affiliated preschool programs). The aim of this study was to learn from exemplary teachers about their beliefs and practices for teaching young DLL children. Data collection sources included interviews with teachers, classroom observations, video recordings, and classroom artifacts. Findings demonstrate that exemplary teachers hold asset-oriented beliefs about bilingualism and diversity, viewing DLL children and families as knowledgeable resources to the community. With these beliefs as a foundation, teachers enact a wide repertoire of practices tailored for DLL children, including: fostering relationships and belonging through embedding home languages and cultural practices in the classroom; emphasizing guided play, co-constructed curriculum, and ongoing observational assessment; and scaffolding and teaching the English language. Implications for teaching and teacher education are discussed.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A