Brook E. Sawyer|Sally Atkins-Burnett|Lia E. Sandilos|Carol Scheffner Hammer|Lisa M. López|Clancy Blair
Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse
Lehigh University|Mathematica Policy Research|Temple College|Temple University|Columbia University|University of South Florida|New York University
study aimed provide indepth description frequency type language interactions children lowincome andor dual language learners dll experience classrooms b examine whether differencefor instance randomized control trial 461 first grade exist childrens language experiences based childrens dll status level english proficiency using language interaction snapshot observed four focal children 72 early childhood classrooms one monolingual englishspeaking child ie nondll one spanishdominant dll child two bilingual spanishenglish dll children findings indicate lead assistant teachers predominantly spoke english implemented evidencebased language practices children spoke often peers teachers little variation noted quality language environment children based dll status language proficiencyresults suggest clear directions professional development pd pd must include lead assistant teachers focus evidencebased language strategies facilitating childrens language development including effectively teach dlls teachers may also benefit pd supports use small group activity peer strategies