| Autor: |
Banse, Holland, Hernandez-Reif, Maria, Kendrick, April |
| Předmět: |
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| Zdroj: |
Journal of Language, Identity & Education; Jul/Aug2024, Vol. 23 Issue 4, p512-526, 15p |
| Abstrakt: |
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. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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