scholarly journals Patterns of preschool teachers’ use of discourse strategies with individual Spanish-speaking dual language learners.

2020 ◽  
Author(s):  
Natalia M. Rojas
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Preschool Teachers ◽  
Dual Language Learners ◽  
Spanish Speaking ◽  
Discourse Strategies

Beyond the written word: The role of text on preschool teachers’ book sharing styles

2021 ◽  
pp. 146879842098516
Author(s):  
Adina R Schick ◽  
Lauren Scarola ◽  
Silvia Niño ◽  
Gigliana Melzi
Keyword(s):  
Language Learners ◽  
Picture Books ◽  
Dual Language ◽  
Preschool Teachers ◽  
Literacy Skill ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Skill Development ◽  
Wordless Picture Books ◽  
Book Sharing

Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report

2020 ◽  
Vol 41 (6) ◽  
pp. 605-630
Author(s):  
Susan Lutz Klauda ◽  
Ana Taboada Barber ◽  
Elizabeth B. McAllen
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Reading Motivation ◽  
Dual Language Learners ◽  
Spanish Speaking

scholarly journals Preschool teachers’ language and literacy practices with dual language learners

2016 ◽  
Vol 39 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Brook E. Sawyer ◽  
Carol Scheffner Hammer ◽  
Lauren M. Cycyk ◽  
Lisa López ◽  
Clancy Blair ◽  
...  
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Literacy Practices ◽  
Preschool Teachers ◽  
Dual Language Learners ◽  
Language And Literacy
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