Teachers' Native Language and Their Kindergarten English Learners' English Learning: A Randomized Research in School

• In Event: 45.037 - Early Education and Literacy: Teacher and Student Language Backgrounds and Reading Growth

Abstract

In this study, using the data derived from a large-scale randomized controlled trial in 42 Texas elementary schools, we explored the impact of teachers’ native language, classified as native English-speaking (NE), Spanish-speaking (NS), or bilingual Spanish-English-speaking, on kindergarten ELs’ English listening, speaking, and reading. We found that teachers’ native language didn’t exert an influence on ELs’ English language development. We concluded that quality instruction supported by ongoing and structured virtual professional development (VPD) and virtual mentoring and coaching (VMC) was more closely associated with EL students’ learning.

Authors

• Fuhui Tong, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Shifang Tang, East Texas A&M University

• Cindy Lynn Guerrero, Texas A&M University - College Station

• Zhuoying Wang, University of Texas at Austin

• Roya Pashmforoosh, Texas A&M University - College Station

• Laura Cajiao-Wingenbach, Texas A&M University - College Station