Variations in Classroom Language Environments of Preschool Children Who Are Low-Income and Linguistically Diverse

• In Event: Linguistically Diverse Learners: Learning, Assessment, and Classroom Environment

Abstract

Given that the classroom language environment is a mechanism to support children’s early language abilities, the research aims were to (a) describe the language environment of early childhood classrooms serving low-income children, including Spanish-speaking Dual Language Learners (DLL), and (b) examine whether the language environment differs based on children’s DLL status and level of English proficiency. The language interactions of 72 classrooms were assessed using the Language Interaction Snapshot. Overall and across child language-status/proficiency type, descriptive data will be presented about the frequency and type of children’s language input by lead and assistant teachers as well as child output. Differences in the language environment based on child characteristics will also be presented.

Authors

• Brook Sawyer, Lehigh University

• Sally Atkins-Burnett, Mathematica Policy Research, Inc.

• Lia Elaine Sandilos, University of Virginia

• Carol Scheffner Hammer, Teachers College, Columbia University

• Eugene Komaroff, Keiser University

• Lisa Lopez, University of South Florida

• Clancy Blair, New York University