Exploring Quality Language Interactions for Dual Language Learners

• In Event: 79.050 - MTCC Roundtable Session 36
  In Roundtable Session: 79.050-1 - Pedagogical Practices for Bilingual Youth

Abstract

This study aimed to understand the quality of language interactions experienced by dual language learners (DLLs) in kindergarten and to examine the association between these interactions and students’ vocabulary knowledge. The sample consisted of kindergarten students (N=263; mean age = 63.40 months) and their teachers (N=27). Results indicated that there were significant mean differences in the observed quality of language interactions in classrooms with differing proportions of DLLs. Specifically, teachers instructing in classrooms with higher numbers of DLLs had lower levels of concept development and quality of feedback. Moderation findings revealed that interactions supporting concept development were particularly beneficial for DLLs’ vocabulary growth. Study results underscore the importance of using language interaction practices that cultivate higher-order thinking with DLLs.

Authors

• Sabina Rak Neugebauer, Temple University

• Lia Elaine Sandilos, Temple University

• Michael D. Coyne, University of Connecticut