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'Little by Little:' Classroom Practices That Can Silence Latino Kindergartners

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Title: 'Little by Little:' Classroom Practices That Can Silence Latino Kindergartners
Language: English
Authors: Kolano, Lan Quach, Lewis, Elizabeth R., Kissau, Scott
Source: CATESOL Journal. 2011-2012 23(1):110-131.
Availability: CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Peer Reviewed: Y
Page Count: 22
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Kindergarten
Primary Education
Early Childhood Education
Descriptors: Hispanic American Students, Kindergarten, Teaching Methods, Spanish Speaking, Language Usage, Case Studies, Participant Observation, Teacher Attitudes, Cultural Relevance, Interaction, Social Influences, School Role, Semi Structured Interviews, English Language Learners, Classroom Techniques, Qualitative Research
Geographic Terms: North Carolina
ISSN: 1535-0517
Abstract: This study explored the role of school in promoting positive bicultural and bilingual identities through the encouragement of Spanish use in 7 Latino children in 1 kindergarten classroom in North Carolina. Using a case study approach, researchers collected data through participant observations and interviews to examine the classroom practices of teachers with self-reported positive attitudes toward the use of Spanish by their students in this school. The results from the data revealed that there was a disconnect between what teachers espoused about heritage-language retention and the actual practices used to encourage native language use. While teachers openly stated in interviews that it was important for the Latino students to continue to speak and use their native language, the culture of the classroom and common practices used in this classroom failed to provide these Latino students with meaningful interactions with one another or their native English-speaking peers. In fact, mandates for silence and the separation of students in the kindergarten classroom resulted in very little use of language, whether in Spanish or in English. Implications for educators are discussed.
Abstractor: As Provided
Number of References: 55
Entry Date: 2016
Accession Number: EJ1112017
Database: ERIC
FullText Text:
  Availability: 0
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Items – Name: Title
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  Data: 'Little by Little:' Classroom Practices That Can Silence Latino Kindergartners
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  Data: <searchLink fieldCode="AR" term="%22Kolano%2C+Lan+Quach%22">Kolano, Lan Quach</searchLink><br /><searchLink fieldCode="AR" term="%22Lewis%2C+Elizabeth+R%2E%22">Lewis, Elizabeth R.</searchLink><br /><searchLink fieldCode="AR" term="%22Kissau%2C+Scott%22">Kissau, Scott</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22CATESOL+Journal%22"><i>CATESOL Journal</i></searchLink>. 2011-2012 23(1):110-131.
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  Data: CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
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  Data: Y
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  Data: 22
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  Label: Publication Date
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  Data: 2012
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+Speaking%22">Spanish Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+Observation%22">Participant Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Relevance%22">Cultural Relevance</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22School+Role%22">School Role</searchLink><br /><searchLink fieldCode="DE" term="%22Semi+Structured+Interviews%22">Semi Structured Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1535-0517
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explored the role of school in promoting positive bicultural and bilingual identities through the encouragement of Spanish use in 7 Latino children in 1 kindergarten classroom in North Carolina. Using a case study approach, researchers collected data through participant observations and interviews to examine the classroom practices of teachers with self-reported positive attitudes toward the use of Spanish by their students in this school. The results from the data revealed that there was a disconnect between what teachers espoused about heritage-language retention and the actual practices used to encourage native language use. While teachers openly stated in interviews that it was important for the Latino students to continue to speak and use their native language, the culture of the classroom and common practices used in this classroom failed to provide these Latino students with meaningful interactions with one another or their native English-speaking peers. In fact, mandates for silence and the separation of students in the kindergarten classroom resulted in very little use of language, whether in Spanish or in English. Implications for educators are discussed.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: Ref
  Label: Number of References
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  Data: 55
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1112017
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1112017
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 110
    Subjects:
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Spanish Speaking
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Participant Observation
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Cultural Relevance
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: School Role
        Type: general
      – SubjectFull: Semi Structured Interviews
        Type: general
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: North Carolina
        Type: general
    Titles:
      – TitleFull: 'Little by Little:' Classroom Practices That Can Silence Latino Kindergartners
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            NameFull: Kolano, Lan Quach
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            NameFull: Lewis, Elizabeth R.
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            NameFull: Kissau, Scott
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              Y: 2012
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