Building a Classroom Community that Supports English Learners in Preschool Classrooms
DOI:
https://doi.org/10.55370/hsdialog.v18i2.265Keywords:
early childhood, preschool, language learning, ElsAbstract
Children who speak languages other than English at home, called English Learners (ELs), English Language Learners (ELLs), or dual-language learners, now comprise over 30% of the population of Head Start classrooms. Research-based teaching practices and strategies that support language learning and promote inclusion of ELs into the classroom community make an impact and reduce the potential for EL’s later reading difficulties. At Education Development Center in Waltham, Massachusetts, a multi-faceted professional development that includes content-focused coaching, Supporting Preschoolers with Language Differences (SPLD) achieved some dramatic results in impacting the language learning of EL preschoolers. It did so by supporting teachers’ abilities to integrate three practices- collecting and using language assessment data, learning and applying language strategies, and adapting classroom activities and routines- to build a supportive language learning community for ELs. SPLD also uncovered the rich and complex interactions between coaches and teachers that contribute to supporting teacher practice.
Downloads
Published
Issue
Section
License
This Agreement (the Agreement) is made by and between the authors and the HS Dialog Editorial Team.
Author Agreement
By submitting the research article to HS Dialog, I acknowledge it may be published by the J. Murrey Atkins Library at the University of North Carolina at Charlotte, the Author(s) certify that:
- Warranties:
- Authors are legally authorized and possesses full power and authority on behalf of co-authors to enter into this Agreement.
- Author warrants, on behalf of all article authors, that:
- The article is original, has not been formally published in any other peer-reviewed journal, is not under consideration for publication by any other journal and does not infringe any existing copyright or any other third party rights;
- The named authors are the sole author(s) of the article. Any co-author not signing this Agreement personally has granted full authority to the main author and agree to enter into this agreement of his/her behalf and to gran the following rights to HS Dialog.
- The article contains nothing that is unlawful, libellous, or which would, if published, constitute a breach of contract.
II.Copyright
Authors who publish with this journal agree to the following terms:
- Author(s) shall retain copyright to the article but grant the Journal right of first publication, and the irrevocable right to perpetually disseminate the article as part of the Journal subject to the Creative Commons Attribution License, that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Beginning one year after the date of formal publication of the article, Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work and subject to the Creative Commons Attribution License (e.g., post it to an institutional repository or publish it in a book), subject to a proper acknowledgement of its initial publication in this journal: This article was originally published in HS Dialog (Vol., Issue, Year).
III. Indemnification.
Author shall indemnify, defend, and hold harmless the Journal from any and all claims, liabilities, damages, expenses (including attorney’s fees and expert costs, penalties, fees, if any arising from enforcement of this Agreement and/or related to claims of infringement of copyrights or proprietary rights allegedly contained in the Article, or resulting from a claim of defamation, obscenity, or invasion of privacy based upon or arising out of the publication of the Article or any other breach of warranty as set forth in No. 1.
