Prekindergarten Teacher Perceptions of Language-Minority Dual Language Learners' Developmental Abilities
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| Title: | Prekindergarten Teacher Perceptions of Language-Minority Dual Language Learners' Developmental Abilities |
|---|---|
| Language: | English |
| Authors: | Holland Banse (ORCID |
| Source: | Journal of Language, Identity, and Education. 2024 23(4):512-526. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Teachers, Teacher Attitudes, Language Minorities, Early Childhood Education, Language Acquisition, Bilingual Education, Social Emotional Learning, Academic Ability, Child Development |
| DOI: | 10.1080/15348458.2021.2002152 |
| ISSN: | 1534-8458 1532-7701 |
| Abstract: | Dual language learners (DLLs) are a growing student population in the United States, especially in early childhood. However, DLL growth is uneven across the United States, and in many classrooms, DLLs will constitute a "language minority" - that is, they will be the sole or one of few students who speak a non-English home language. Given the importance of teacher perceptions for children's development, data are needed to understand how early childhood teachers view their language-minority DLL students. We use prekindergarten data collected in the American South and two-level hierarchical linear modeling to examine teacher perceptions of language-minority DLL students' end-of-year academic and social-emotional abilities. Findings indicate that teacher perceptions of language-minority DLL status were positively related to social-emotional abilities, but non-significantly related to academic abilities. Implications include collecting localized data in order to understand how early childhood teachers perceive their language-minority DLL students and using these data to enhance teacher training. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1429479 |
| Database: | ERIC |
| Abstract: | Dual language learners (DLLs) are a growing student population in the United States, especially in early childhood. However, DLL growth is uneven across the United States, and in many classrooms, DLLs will constitute a "language minority" - that is, they will be the sole or one of few students who speak a non-English home language. Given the importance of teacher perceptions for children's development, data are needed to understand how early childhood teachers view their language-minority DLL students. We use prekindergarten data collected in the American South and two-level hierarchical linear modeling to examine teacher perceptions of language-minority DLL students' end-of-year academic and social-emotional abilities. Findings indicate that teacher perceptions of language-minority DLL status were positively related to social-emotional abilities, but non-significantly related to academic abilities. Implications include collecting localized data in order to understand how early childhood teachers perceive their language-minority DLL students and using these data to enhance teacher training. |
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| ISSN: | 1534-8458 1532-7701 |
| DOI: | 10.1080/15348458.2021.2002152 |
