Chinese American Educational Research and Development Association
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Educational Research & Development Journal
Vol 18, No 2 (2015)
Language Environment of Dual Language Learners and the Use of Language Support Practices |
| Loreen Kelly |
Abstract |
| The increase of dual language learners in today's classrooms has caused serious implications when examining how the country educates children (McWayne, Melzi, Schick, Kennedy, & Mundt, 2013). Because of the cultural and linguistic differences of these children, it is essential to study teaching practices at the early childhood level. Examining educational practice includes studying the language environment and how it supports dual language learners' (DLLs) language development. The present study examined the language environment of dual language learners, specifically the use of language support practices in four preschool classrooms. This qualitative case study used interviews, observations, and field notes. The participants included two groups: teachers and children. Seven English speaking early childhood educators, five leads/co-leads, and two assistants, taught in classrooms based on an English-only model. There were 24 focal children, six from each class, who were Hispanic dual language learners. The overarching significant finding that emerged from this study was that of intentionality. More specifically, in order to scaffold DLLs' learning and provide a rich language environment, teachers must be intentional in their practices. Being a good teacher does not guarantee that a teacher knows what is appropriate or effective for the DLLs in their class. |
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ISSN: 1526-8659