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ERIC Number: EJ1429479
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8458
EISSN: EISSN-1532-7701
Prekindergarten Teacher Perceptions of Language-Minority Dual Language Learners' Developmental Abilities
Holland Banse; Maria Hernandez-Reif; April Kendrick
Journal of Language, Identity, and Education, v23 n4 p512-526 2024
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A