Exploring Linguistic Features of Teachers of Color

• In Event: Poster Session 13
  In Poster Session: PS 13 Topic - Race, Ethnicity, Culture, Context

Abstract

Rationale
Research has demonstrated that teachers’ use of specific linguistic features relate to children’s language development (Rowe & Snow, 2019). Less is known about possible ethnic differences in ways teachers interact with children. Recently, teachers of color have been shown to use more complex syntax (Authors, et al., 2020). This suggests teachers may differ in their approaches as a result of cultural language practices (Gee, 2004). Underscoring a strength-based approach to minoritized teachers’ language interactions with children in poverty, we further explore teachers’ use of differing types of decontextualized language (i.e., book recall, book analysis, conceptual, vocabulary, and personal connection) because of its supposed connection to complex syntax. In this way, we can unpack whether differing types of decontextualized language may be 1) related to complex syntax, and 2) may be prominent linguistic features of minoritized teachers.

To explore these issues, we address the following questions:

Q1. How are teachers' types of decontextualized language and complex syntax correlated across three instructional settings, and do relations differ by minority status?

Q2. Does minority status uniquely predict level of complex syntax or differing types of decontextualized language use across three instructional settings?

Method
Data from prekindergarten and kindergarten teachers’ (N=33; 58% white and 42% minority) and children (N= 488) in high-needs public schools were analyzed. These data are from a larger intervention study in which teachers were trained to implement strategies to increase children’s language development. Language samples were extracted from three instructional settings across the school day in spring, transcribed, and parsed into communication units (C-unit; Loban, 1976). Subordination Index(SI) was calculated (SALT; Miller & Iglesias, 2012). Decontextualized language was coded based on the system reported by Authors et al. (2012).

Results
Q1. Analyses of teachers’ aggregate decontextualized-type remarks and complex syntax across settings revealed that teachers of color were more likely to use conceptual understanding talk with children during interactions (r=497, p=.003) and complex syntax (r=.561, p=.005). Teachers’ use of book analysis, recall, and vocabulary talk were not correlated to teacher’s race, but teachers of color used significantly less personal connection talk (r=-.529, p=.002). Lastly, teachers’ complex syntax was related to their conceptual understanding talk (r=.468, p=.006).

Q2. Multiple linear regression was used to explore the constructs that predicted teachers’ syntax in model 1 and conceptual understanding talk in model 2. Predictors included grade (PreK vs. K), intervention status, and ethnicity (white vs. minority).
For teachers’ SI, minoritized teachers used more complex syntax with their students, (β=.587, p=.004), controlling for teachers’ use of conceptual understanding talk. For teacher conceptual understanding talk, being a teacher of color uniquely linked (β=.547, p=.01) when controlling for complex syntax.

Discussion
Results indicate that complex syntax, specifically use of embedded clauses, and conceptual understandings were related, but not predictive of each other, when accounting for teachers’ race. Complex syntax and conceptual talk were found to be unique linguistic characteristics of teachers of color, suggesting that teacher’s race may affect approach to instruction (Dickinson, 2001; Authors et al., 2020), which may moderate levels of linguistic difficulty.

Authors

• JeanMarie Farrow, Fairleigh Dickinson University
  Presenting Author

• Barbara A. Wasik, Temple University
  Non-Presenting Author

• Annemarie H Hindman, Temple University
  Non-Presenting Author