Understanding Classroom Language Practices Over Time Among Socioculturally Diverse Young Children in Transitional Kindergarten

• In Event: Early Childhood Language Practices

Abstract

While much of the research investigating variations in early language learning environments have either focused on the home and/or preschool context (ie. Dickinson & Tabors, 2001; Rowe, 2013; Sawyer et al., 2017; Uccelli et al., 2019), early childhood continues through the first few years of elementary. This project focuses on understanding variations in classroom language practices and early learning opportunities in the early elementary school classroom. Specifically we investigated opportunities to hear and use decontextualized language in the context of a typical day in transitional kindergarten. Implications for research and practices are discussed.

Authors

• Alison G. Wishard Guerra, University of California - San Diego

• Shana R. Cohen, University of California - San Diego

• Monica N. Molgaard, University of California - San Diego

• Naomi T. Lin, University of California - San Diego

• Yan Jiang, University of California - San Diego