Unforgetting Inequities, Imagining Possibilities: Examining Language Modeling in CLASS and Its Impact on Pre-K Teaching

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 4
  In Roundtable Session: Equity, Inclusion and Systemic Challenges in Early Childhood Education

Abstract

This study addresses inequities in early childhood language development by reimagining Pre-K classroom interactions through language modeling within the CLASS framework. Using mixed methods across 11 classrooms in Southeast Virginia, it explores: (1) how Pre-K teachers perceive and implement language modeling, (2) how teacher-child relationships support emergent literacy. Findings reveal that intentional language modeling, combined with strong relational practices, enhances language exposure and student engagement. The study offers strategies to address systemic language gaps through culturally responsive teaching, sustained professional development, and equity-driven pedagogy. It positions early childhood education as a foundation for social justice, where honoring identity, strengthening relationships, and imagining inclusive futures together help close the word gap and advance language equity from the start of formal education.

Authors

• Joy L Hernandez, Hampton University

• Abha Gupta, Old Dominion University