Three Bilingual Staffing Configurations and Their Influence on Classroom Quality and Children's Learning in Preschool

• In Event: Crown Plaza Roundtable Session 3
  In Roundtable Session: Cultural Studies in Early Childhood

Abstract

This study investigates the relative effectiveness of different teacher and assistant teacher bilingualism combinations of teaching practices and child outcomes for Dual Language Learners (DLLS) in preschool settings. The study includes use of an instrument specifically designed to measure practices supportive of home language maintenance and English acquisition. Results indicate that classroom quality scores relative to staff language configurations matter with Spanish-speaking lead teachers earning significantly higher scores than other staff language configuration groups of teachers. While no effects were found relative to child outcomes on tests of receptive vocabulary in English or Spanish, implications of the study present a springboard for policy conversations regarding the supply and demand of bilingual teachers and teacher assistants, pre-service training, and professional development.

Author

• Alexandra Figueras-Daniel, Teachers College, Columbia University